The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging

This paper critically reviews literature on the role of Mobile Instant Messaging (MIM) applications, such as WhatsApp, in supporting learning and teaching practice. Using formal qualitative synthesis as its methodology, and dialectical theory as an analytical framework, our main objective was to ide...

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Autores principales:	Christoph Pimmer, Patient Rambe
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	instant messaging mobile instant messaging educational technology mobile learning social media dialectical theory Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/734af14c2b77462bab020ddff7ff3dad
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spelling	oai:doaj.org-article:734af14c2b77462bab020ddff7ff3dad2021-12-02T16:59:50ZThe Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging10.19173/irrodl.v19i5.37651492-3831https://doaj.org/article/734af14c2b77462bab020ddff7ff3dad2018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3765https://doaj.org/toc/1492-3831This paper critically reviews literature on the role of Mobile Instant Messaging (MIM) applications, such as WhatsApp, in supporting learning and teaching practice. Using formal qualitative synthesis as its methodology, and dialectical theory as an analytical framework, our main objective was to identify tensions, affordances, constraints, and resolution strategies in educational uses of MIM. In contrast to prior work, the analysis offers a nuanced and complex picture of the use of MIM in learning and teaching settings. Instead of facilitating the creation of educational outcomes in a straightforward manner, the realities of MIM use are socially constructed and the subject of conflictual negotiations. The educational use of MIM requires users to navigate the interdependent dialectical tensions of immediacy versus delays (temporal dimension), intimacy versus detachment (relationship dimension) and task versus ludic orientation (intellectual dimension). The findings also reveal a number of behavioural and technical resolution strategies that users deploy to manage these tensions. Christoph PimmerPatient RambeAthabasca University Pressarticleinstant messagingmobile instant messagingeducational technologymobile learningsocial mediadialectical theorySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	instant messaging mobile instant messaging educational technology mobile learning social media dialectical theory Special aspects of education LC8-6691
spellingShingle	instant messaging mobile instant messaging educational technology mobile learning social media dialectical theory Special aspects of education LC8-6691 Christoph Pimmer Patient Rambe The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging
description	This paper critically reviews literature on the role of Mobile Instant Messaging (MIM) applications, such as WhatsApp, in supporting learning and teaching practice. Using formal qualitative synthesis as its methodology, and dialectical theory as an analytical framework, our main objective was to identify tensions, affordances, constraints, and resolution strategies in educational uses of MIM. In contrast to prior work, the analysis offers a nuanced and complex picture of the use of MIM in learning and teaching settings. Instead of facilitating the creation of educational outcomes in a straightforward manner, the realities of MIM use are socially constructed and the subject of conflictual negotiations. The educational use of MIM requires users to navigate the interdependent dialectical tensions of immediacy versus delays (temporal dimension), intimacy versus detachment (relationship dimension) and task versus ludic orientation (intellectual dimension). The findings also reveal a number of behavioural and technical resolution strategies that users deploy to manage these tensions.
format	article
author	Christoph Pimmer Patient Rambe
author_facet	Christoph Pimmer Patient Rambe
author_sort	Christoph Pimmer
title	The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging
title_short	The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging
title_full	The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging
title_fullStr	The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging
title_full_unstemmed	The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging
title_sort	inherent tensions of “instant education”: a critical review of mobile instant messaging
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/734af14c2b77462bab020ddff7ff3dad
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The Inherent Tensions of “Instant Education”: A Critical Review of Mobile Instant Messaging

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