Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
A Blockchain-Based Collaboration Framework for Teaching Material Creation Kapitel lesen Erstes Kapitel lesen

2021 | OriginalPaper | Buchkapitel

WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork?

verfasst von : Miguel Á. Conde, Francisco J. Rodríguez-Sedano, Francisco J. Rodríguez Lera, Alexis Gutiérrez-Fernández, Ángel Manuel Guerrero-Higueras

Erschienen in: Learning and Collaboration Technologies: New Challenges and Learning Experiences

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Instant Messaging tools are a part of our technified daily life. Tools such as WhatsApp or Telegram have millions of users that send continuously billion of messages. This can be used in different context and one of them is in Education. An important part of education is students’ interaction and specially how they interact when working together as a team. This paper deals with an analysis of which of this tool is better in this specific context, especially when students are developing teamwork competences. To facilitate the analysis of the messages two Learning Analytics tools were developed and applied in the context of a Computer Science degree subject, with an important increment in students’ number of messages regarding previous years but several issues to explore, such as: how to deal with the students that employs other tools different to this for interacting with peers, how to encourage students to employ instant messaging tools as real communication mechanisms, how to measure messages content and not only quantity or how to identify the acquisition of other competences analyzing the conversations.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Goals Matter: Changes in Metacognitive Judgments and Their Relation to Motivation and Learning with an Intelligent Tutoring System
Nächstes Kapitel Effectiveness of System-Facilitated Monitoring Strategies on Learning in an Intelligent Tutoring System
Literatur
1.
Colomo-Palacios, R., Casado-Lumbreras, C., Soto-Acosta, P., García-Peñalvo, F.J., Tovar-Caro, E.: Competence gaps in software personnel: a multi-organizational study. Comput. Human Behav. 29, 456–461 (2013)CrossRef
2.
Leidner, D.E., Jarvenpaa, S.L..: The use of information technology to enhance management school education: a theoretical view. MIS Quarterly 19, 265–291 (1995)
3.
Vogel, D.R., Davison, R.M., Shroff, R.H.: Sociocultural learning: a perspective on GSS-enabled global education. Commun. Assoc. Inf. Syst. 7 (2001)
4.
Conde, M.Á., Rodríguez-Sedano, F.J., Sánchez-González, L., Fernández-Llamas, C., Rodríguez-Lera, F.J., Matellán-Olivera, V.: Evaluation of teamwork competence acquisition by using CTMTC methodology and learning analytics techniques. In: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 787–794. ACM, Salamanca, Spain (2016)
5.
Fidalgo-Blanco, Á., Sein-Echaluce, M.L., García-Peñalvo, F.J., Conde, M.Á.: Using learning analytics to improve teamwork assessment. Comput. Human Behav. 47, 149–156 (2015)CrossRef
6.
Séin-Echaluce, M.L., Fidalgo-Blanco, Á., García-Peñalvo, F.J., Conde, M.Á.: A knowledge management system to classify social educational resources within a subject using teamwork techniques. In: Zaphiris, P., Ioannou, A. (eds.) Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, 2–7 August 2015, Proceedings, pp. 510–519. Springer International Publishing, Cham (2015)CrossRef
7.
Fidalgo, A., Leris, D., Sein-Echaluce, M.L., García-Peñalvo, F.J.: Indicadores para el seguimiento de evaluación de la competencia de trabajo en equipo a través del método CTMT. Congreso Internacional sobre Aprendizaje Innovación y Competitividad - CINAIC 2013, Madrid, Spain (2013)
8.
Sein-Echaluce, M.L., Fidalgo-Blanco, Á., García-Peñalvo, F.J.: Students’ knowledge sharing to improve learning in engineering academic courses. Int. J. Eng. Educ. (IJEE) 32, 1024–1035 (2016)
9.
Conde, M.A., Colomo-Palacios, R., García-Peñalvo, F.J., Larrucea, X.: Teamwork assessment in the educational web of data: a learning analytics approach towards ISO 10018. Telematics Inform. 35, 551–563 (2018)CrossRef
10.
Conde, M.Á., Hernández-García, Á., García-Peñalvo, F.J., Fidalgo-Blanco, Á., Sein-Echaluce, M.: Evaluation of the CTMTC methodology for assessment of teamwork competence development and acquisition in higher education. In: Zaphiris, P., Ioannou, A. (eds.) Learning and Collaboration Technologies: Third International Conference, LCT 2016, Held as Part of HCI International 2016, Toronto, ON, Canada, 17–22 July 2016, Proceedings, pp. 201–212. Springer International Publishing, Cham (2016)CrossRef
11.
Conde, M.Á., Rodríguez-Sedano, F.J., Rodríguez-Lera, F.J., Gutiérrez-Fernández, A., Guerrero-Higueras, Á.M.: Assessing the individual acquisition of teamwork competence by exploring students’ instant messaging tools use: the WhatsApp case study. Univ. Access Inf. Soc. (2020)
12.
Conde, M.Á., Rodríguez-Sedano, F.J., Fernández, C., Gutiérrez-Fernández, A., Fernández-Robles, L., Limas, M.C.: A Learning Analytics tool for the analysis of students’ Telegram messages in the context of teamwork virtual activities. In: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 719–724. Association for Computing Machinery, Salamanca, Spain (2020). https://​doi.​org/​10.​1145/​3434780.​3436601
13.
Conde, M.Á., Rodríguez-Sedano, F.J., Rodríguez-Lera, F.J., Gutiérrez-Fernández, A., Guerrero-Higueras, Á.M.: Analyzing students’ whatsapp messages to evaluate the individual acquisition of teamwork competence. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2019. LNCS, vol. 11591, pp. 26–36. Springer, Cham (2019). https://​doi.​org/​10.​1007/​978-3-030-21817-1_​3CrossRef
14.
Carnevale, D.: Email is for old people. The Chronicle of Higher Education 53 (2006)
15.
Junco, R., Mastrodicasa, J.: Connecting to the net.generation: what higher education professionals need to know about today’s students. NASPA, National Association of Student Personnel Administrators, Student Affairs Administrators in Higher Education, US (2007)
16.
17.
Lewis, C., Fabos, B.: Instant messaging, literacies, and social identities. 40, 470–501 (2005)
18.
Edman, A., Andersson, F., Kawnine, T., Soames, C.-A.: Informal math coaching by instant messaging: two case studies of how university students coach K-12 students AU - Hrastinski. Stefan. Interact. Learn. Environ. 22, 84–96 (2014)CrossRef
19.
Cifuentes, O.E., Lents, N.H.: Increasing student-teacher interactions at an urban commuter campus through instant messaging and online office hours. Electron. J. Sci. Educ. 14 (2010)
20.
21.
Sweeny, S.M.: Writing for the instant messaging and text messaging generation: using new literacies to support writing instruction. J. Adolesc. Adult Literacy 54, 121–130 (2010)CrossRef
22.
Lauricella, S., Kay, R.: Exploring the use of text and instant messaging in higher education classrooms. Res. Learn. Technol. 21 (2013)
23.
Klein, A.Z., da Silva Freitas Jr., J.C., Vieira-Mattiello-Mattiello-da-Silva, J.V., Victoria-Barbosa, J.L., Baldasso, L.: The educational affordances of mobile instant messaging mim: results of whatsapp used in higher education. Int. J. Distance Educ. Technol. 16, 51–64 (2018)
24.
Bouhnik, D., Deshen, M.: WhatsApp goes to school: mobile instant messaging between teachers and students. J. Inf. Technol. Educ. Res. 13, 217–231 (2014)
25.
Fox, A.B., Rosen, J., Crawford, M.: Distractions, distractions: does instant messaging affect college students’ performance on a concurrent reading comprehension task? 12, 51–53 (2009)
26.
Junco, R., Cotten, S.R.: Perceived academic effects of instant messaging use. Comput. Educ. 56, 370–378 (2011)CrossRef
27.
Gronseth, S., Hebert, W.J.T.: GroupMe: investigating use of mobile instant messaging in higher education courses. TechTrends 63, 15–22 (2019)
28.
Lantarón, B.S.: Whatsapp: su uso educativo, ventajas y desventajas. Revista de Investigación en Educación 16, 121–135 (2018)
29.
Church, K., De Oliveira, R.: What’s up with WhatsApp? comparing mobile instant messaging behaviors with traditional SMS. In: Proceedings of the 15th International Conference on Human-computer Interaction with Mobile Devices and Services, pp. 352–361 (2013)
30.
Willemse, J.J.J.C.: Undergraduate nurses reflections on Whatsapp use in improving primary health care education. 38, 1–7 (2015)
31.
Barhoumi, C.: The effectiveness of WhatsApp Mobile Learning Activities Guided By Activity Theory on Students’ Knowledge Management. Contemp. Educ. Technol. 6, 221–238 (2015)CrossRef
32.
Aljaad, M., Hamad, N.J.E.: Whatsapp for educational purposes for female students at college of education-king Saud university. Education 137, 344–366 (2017)
33.
Awada, G.: Effect of WhatsApp on critique writing proficiency and perceptions toward learning AU - Awada, Ghada. Cogent Educ. 3, 1264173 (2016)
34.
Andújar-Vaca, A., Cruz-Martínez, M.-S.: Mobile instant messaging: WhatsApp and its potential to develop oral skills. Comunicar 25, 43–52 (2017)CrossRef
35.
Sutikno, T., Handayani, L., Stiawan, D., Riyadi, M.A., Subroto, I.M.I.: WhatsApp, viber and telegram: Which is the best for instant messaging? Int. J. Electr. Comput. Eng. 6, 2088–8708 (2016)
36.
37.
Iksan, Z.H., Saufian, S.M.: Mobile learning: innovation in teaching and learning using telegram. Int. J. Pedagogy Teacher Educ. 1, 19–26 (2017)CrossRef
38.
Iqbal, M.Z., Alradhi, H.I., Alhumaidi, A.A., Alshaikh, K.H., AlObaid, A.M., Alhashim, M.T., AlSheikh, M.H.: Telegram as a tool to supplement online medical education during COVID-19 crisis. Acta Informatica Medica 28, 94 (2020)CrossRef
39.
Dargahi Nobari, A., Reshadatmand, N., Neshati, M.: Analysis of Telegram, an instant messaging service. In: Proceedings of the 2017 ACM on Conference on Information and Knowledge Management, pp. 2035–2038 (2017)
40.
Faraji, S., Valizadeh, S., Sharifi, A., Shahbazi, S., Ghojazadeh, M.: The effectiveness of telegram-based virtual education versus in-person education on the quality of life in adolescents with moderate-to-severe asthma: a pilot randomized controlled trial. Nursing Open 7, 1691–1697 (2020)CrossRef
41.
Martínez Rolán, L.X., Dafonte Gómez, A., Garcia Miron, S.: Usos de las aplicaciones móviles de mensajería en la docencia universitaria: Telegram. 6º Congreso Internacional sobre Buenas Prácticas con TIC, Málaga, España, 18–20 octubre 2017. Comunicación audiovisual e publicidade (2017)
42.
43.
44.
45.
46.
47.
48.
49.
Tasa, K., Taggar, S., Seijts, G.H.: The development of collective efficacy in teams: a multilevel and longitudinal perspective. J. Appl. Psychol. 92, 17–27 (2007)CrossRef
50.
Sein-Echaluce, M.L., Fidalgo-Blanco, A., Esteban-Escano, J., García-Peñalvo, F.J.G., Conde-González, M.Á.: Using learning analytics to detect authentic leadership characteristics in engineering students. Int. J. Eng. Educ. 34, 851–864 (2018)
Metadaten
Titel
WhatsApp or Telegram. Which is the Best Instant Messaging Tool for the Interaction in Teamwork?
verfasst von
Miguel Á. Conde
Francisco J. Rodríguez-Sedano
Francisco J. Rodríguez Lera
Alexis Gutiérrez-Fernández
Ángel Manuel Guerrero-Higueras
Copyright-Jahr
2021
Buch
Learning and Collaboration Technologies: New Challenges and Learning Experiences

Print ISBN: 978-3-030-77888-0

Electronic ISBN: 978-3-030-77889-7

Copyright-Jahr: 2021

DOI
https://doi.org/10.1007/978-3-030-77889-7_16

Neuer Inhalt

    Bildnachweise