Exploring the Role of WhatsApp in Facilitating Communication and Support in Academic Settings

Abstract

WhatsApp is extensively employed in academic settings for collaboration and information exchange; however, its potential for simultaneous academic and psychosocial support remains underexplored. This article draws from a study which investigated students’ experiences with WhatsApp as an informal learning and psychosocial support tool in chemical engineering undergraduate studies. Small WhatsApp groups, facilitated by the life coach in the first year, provided psychosocial support which was deemed necessary for helping students transition from high school to university. Over four years, students continued participating in course WhatsApp groups facilitating student–student engagement, communication with lecturers, and support from a life coach if needed. Qualitative data from 10 semi-structured interviews revealed the development of a supportive community of practice which enabled collaboration, communication, and empathy among students, lecturers, and the life coach on life and academic matters. However, some students experienced negative consequences, suggesting a need for further exploration of WhatsApp’s impact. This article advocates for continued research on WhatsApp’s role in informal learning, self-directed learning, and psychosocial support, particularly in large class settings.