Training Needs of Teachers in the Acceptance and Use of WhatsApp in Online Teaching

Abstract

Mobile learning has generated high expectations in education and is being embraced as a powerful tool to enhance pedagogical interactions. This study aims to: (i) analyze the level of usage and acceptance of WhatsApp as a tool for online learning among teachers during the COVID-19 pandemic, based on age, gender, and employment status; (ii) explain the benefits of online learning that contract teachers have over those appointed in the use of WhatsApp; and (iii) identify the role of teachers and the necessary preparation required for effective use and management of WhatsApp in online learning. This study utilizes a mixed-methods approach, including a quantitative component consisting of an online questionnaire. Our findings indicate that WhatsApp is widely accepted and used among teachers for online learning, with contract teachers exhibiting a greater need for training compared to their appointed counterparts. In order to promote digital literacy in managing hybrid environments, instructional design models are necessary. The unidirectional nature of teacher intervention through WhatsApp also highlights the need to develop more collaborative and interactive teaching strategies.