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Educators’ experiences of using mobile learning as a professional development and knowledge retention tool during the Covid-19 pandemic

Author

Listed:
  • Bongani Innocent Nkambule

    (Institute for Open Distance Learning, College of Education, University of South Africa)

  • Sindile Amina Ngubane

    (Institute for Open Distance Learning, College of Education, University of South Africa)

Abstract

This qualitative study intentionally gathered insights from 12 educators of varying seniority across three schools in the Nkangala Education District, Mpumalanga Province, South Africa, regarding their experiences with mobile learning (facilitated through Microsoft Teams and WhatsApp Messenger) as a professional development and knowledge retention tool during the Covid-19 pandemic. The findings, derived from semi-structured interviews and document analysis, indicated that young educators positively embraced the implementation of Microsoft Teams and WhatsApp Messenger. Senior educators deemed WhatsApp Messenger less intimidating than Microsoft Teams, thereby endorsing it as the preferred medium for professional growth and knowledge retention. This led to a lack of incentive among senior educators to participate in the professional learning events facilitated by Microsoft Teams. Thus, they depended on the supplemental learning information disseminated via WhatsApp Messenger as the principal method for professional development and knowledge retention activities. The research identified multiple obstacles to utilising mobile learning for professional development and knowledge retention, specifically: insufficient ICT skills among senior educators, ineffective content facilitation by subject advisors, and inadequate communication and scheduling of professional development programs. The study advocated for a systematic coordination of: 1) a series of ICT skills training for underqualified educators; 2) peer teaching among novice, mid-career, and senior educators to address internal skills deficiencies; 3) effective communication among the district, circuits, and schools; and 4) skills audits for subject advisors to enhance competency in areas of deficiency. By presenting these recommendations, the report alerts schools, circuits, and districts to the likelihood that the Covid-19-induced adoption of hybrid professional development will become the standard practice. Key Words:Teacher professional development; knowledge retention; Covid-19 pandemic; ICT; mobile learning; Microsoft Teams; WhatsApp Messenger

Suggested Citation

  • Bongani Innocent Nkambule & Sindile Amina Ngubane, 2024. "Educators’ experiences of using mobile learning as a professional development and knowledge retention tool during the Covid-19 pandemic," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 13(6), pages 270-281, September.
    • Handle: RePEc:rbs:ijbrss:v:13:y:2024:i:6:p:270-281
    DOI: 10.20525/ijrbs.v13i6.3140
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    References listed on IDEAS

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    1. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood," American Economic Review, American Economic Association, vol. 104(9), pages 2633-2679, September.
    2. Martin Gustafsson & Carol Nuga Deliwe, 2020. "How is the COVID-19 pandemic affecting educational quality in South Africa? Evidence to date and future risks," Working Papers 23/2020, Stellenbosch University, Department of Economics.
    3. Norma R.A. Romm & Bongani I. Nkambule, 2024. "Systemically directed knowledge management for public and private organisational life: some perspectives from South Africa," International Journal of Applied Systemic Studies, Inderscience Enterprises Ltd, vol. 11(1), pages 68-82.
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