Background: As online tools that promote and facilitate collaboration have increasingly become available, the use of mobile phone technology, such as WhatsApp, has started playing an important role in learning. Engaging student learning using WhatsApp allows for their active participation in building their own knowledge framework, with a shift towards a social constructivist model of learning in which knowledge is developed through the exchange and distribution of knowledge. Integrating components of case-based and peer learning via this platform can afford the sharing of information and collaboration to be efficient and effective.
Aim: This study aims to suggest a pedagogical framework for using WhatsApp to facilitate case-based peer learning on the clinical platform.
Methods: A cross-sectional, convergent, parallel mixed method design was employed. Students’ perceptions of the case discussion group as a learning tool were collected using a survey. Descriptive qualitative data included students’ written reflections regarding the case discussions and focus groups on their perceptions of the learning framework. Sampling drew participants from the final-year speech-language and hearing therapy students participating in the case discussion groups.
Findings: Students reported that the case discussion contributed to their knowledge, the application of knowledge on the clinical platform, the use of self-directed learning and the development of problem-solving skills. The WhatsApp platform was deemed accessible and convenient. Specific suggestions were made for the content and logistical aspects of the framework.
Conclusion: The proposed framework suggests a feasible way to bridge the gap between theoretical knowledge and clinical practice in the South African context, using case-based learning offered via a mobile messaging platform to encourage peer learning.
Copyright © Dawn V. Ernstzen, Lee-Ann J. Jacobs-Nzuzi Khuabi and Faeza Bardien (eds.).