The Use of WhatsApp in the Learning Process among Graduate Students in the University of Nairobi, Kenya.

Abstract

Purpose: The purpose of this study is to evaluate the use of WhatsApp in the learning process among graduate students in the University of Nairobi. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the use of WhatsApp in the learning process among graduate students in the University of Nairobi. Based on a preliminary empirical review, it is evident that digital technology holds significant importance in the field of education presently. The utilization of WhatsApp mobile technology is highly significant in this context, given its extensive and prevalent use in the realm of online higher education. Moreover, it offers a wider range of alternatives and opportunities for students within the framework of virtual education. The vast majority of entities in the world have transitioned to digital formats. Unique Contribution to Theory, Practice and Policy: The Social Constructivism theory and Activity theory may be used to anchor future studies on the use of WhatsApp in the learning process among graduate students in the University of Nairobi. A quantitative survey is required to determine the statistical significance of the impact of utilizing WhatsApp as a learning tool among graduate-level students. There exists a necessity for a comparative analysis regarding the efficacy of WhatsApp as a tool for learning in contrast to conventional modes of learning.