WhatsApp Classroom Groups as Learning Communities: Challenges, Prospects and Ethical Concerns

Abstract

This research was conducted to examine the prospects, challenges, and ethical concerns of students regarding WhatsApp classroom groups as learning communities. A quantitative research approach was adopted, utilizing a descriptive research design.  Class WhatsApp groups were established as a learning community at the beginning of the semester, and at the end of the semester, students were asked to share their experiences regarding the prospects, challenges, and ethical concerns associated with using WhatsApp as a learning tool within this community. A total of 108 students of B.Ed (Hons) classes participated in the survey. The purposive sampling technique was used for selecting the sample size. Results showed that most students agreed on the potential of WhatsApp as a learning community, such as offering flexibility in learning, improving online communication skills, increasing student motivation and engagement, fostering discussion and informal learning, and allowing access to professional consultation from teachers, which is effective for sharing knowledge and learning from classmates. Major challenges students faced in WhatsApp classroom groups as learning communities were information overload, internet connectivity issues, diverse learning preferences and styles, indiscipline behaviors and distractions in the online environment, and handling irrelevant off-topic messages. Students faced ethical concerns about intellectual property rights, respectful communication, online etiquette, confidentiality of expressed opinion, and transparency in online collaboration. Major recommendations were that teachers may set rules and regulations with participative decision-making with students regarding WhatsApp groups as a learning community to avoid undisciplined behavior and distractions in the online environment, and training may be provided to both students and teachers regarding online safety.