Exploring Student Interaction Patterns in WhatsApp Study Groups: An Online Community Ethnography

Abstract

This paper examines communication dynamics in WhatsApp study groups among college students in terms of types of communication, peer support, and the group administrators. In this study, an online community ethnography method was used by analyzing the frequency and character of the interactions in a WhatsApp group that was created with the aim of collaborating academically. The outcomes indicated that text messages constituted the most frequently used mode of communication and voice notes, emojis and images were second, third and fourth respectively. The paper also pointed out that WhatsApp study groups are better places of both academic and emotional support, but the former and the latter types of peer support had the most frequent exchanges. Nonetheless, inequality of participation and the abundance of content was pointed out as the major issues that undermined the performance of the group. The intervention of group admins in group discussion, conflicts and guidance was important to keep positive group dynamics. The study is relevant in the context of learning community within a digital environment as it highlights the importance of ensuring that group participation is inclusive and that management strategies are effective. Its implications for teachers and learners include that informal digital spaces can improve academic cooperation and the support of higher education peers.