The WhatsApp classroom: A case study on learning cultures in the Peruvian Andes

• In Event: Navigating Belonging and Innovative Approaches to Workforce Education

Proposal

Background and rationale
The COVID-19 pandemic intensified society's digital reliance, magnifying digital inequalities and emphasizing the digital divide as a social justice issue. Peru had one of the longest school closures making distance education (DE) the “new normal” in public schools for two years. This exposed the digital divide and exacerbated existing educational disparities affecting marginalized students. Moreover, it demonstrated the limitations of the “digital native” concept, which assumes young people are digital natives due to their age and early exposure to technology, oversimplifying the diverse range of youth experiences.
At the onset of the pandemic, access to technology and the internet in Peru was highly unequal based on residence area. In rural households, only 7.2% had a PC and 13.2% had an internet connection by March 2021. In contrast, mobile phone access was considerably higher, with 84.7% of rural households having access. In this context, WhatsApp (WA) emerged as the platform for formal education due to its accessibility and was used, in some cases, as the only educational platform.
Considering the potential of long-term school closures due to conflicts, health and climate crisis it is crucial to examine how DE practices develop in contexts with several educational barriers and understand students' learning experiences. This exploratory case study sought to understand the WA classroom and how this configuration impacted the learning experience in settings with educational barriers considering language of instruction, rurality, gender and the digital divide.
Methodology and theoretical framework
Along with the digital divide and its determinants, especially “type of technology”, this research is underpinned by the learning cultures framework. Biesta and James (2007) define a learning culture as the social practice in which people learn through interaction and communication, emphasizing that learning is a process situated within social and cultural contexts rather than an outcome.
This qualitative study used a semi-participatory approach focusing on 22 students from two schools in five different year groups (1st - 5th secondary). Data collection included: focus groups, personal interviews and observations of WA classroom interactions. The observations allowed for an examination of the communication dynamics, learning processes, and practical aspects of using WA for educational purposes.
The student group was composed by Quechua-speaking female students from rural backgrounds and attending public secondary school in the Peruvian Andes. The educational barriers experienced by the participants were considered to pinpoint the intersectionality of inequalities in the DE experience.
An innovative aspect of the data collection process was the use of an emoji elicitation technique to induce a conversation about feelings generated during the WA classroom.
Findings
None of the students owned a mobile phone before the pandemic, highlighting the digital divide and its implications for equitable access to education.
There was no pedagogical shift in the delivery of classes in DE. Students engaged in lessons through WA and had to transcribe them to their notebooks as they submitted assignments via photos. Participation was mostly passive with students being actively involved only when responding to the teacher's questions on the previous subject. In an in-presence context, students could raise their hands and use the breaks or recess to talk to teachers. On WA this space/time did not exist as the teacher disconnected when the class was finished. This led students to rely heavily on Google.
Students perceived the interaction through WA not as a class but rather as receiving homework and considered it a limitation for their learning. There was a common feeling that the content was not well explained, leading to difficulties in understanding. Learning became a performative act, where students' presence was determined by their responses to the teacher's questions. Students behaved in two different ways either by searching for answers in their notebooks or by copy/pasting from Google. They were aware of Google’s impact on their learning noting that relying on Google did not lead to substantial learning or retention of information, as compared to learning from books. Those with higher education aspirations, refrained from copy/pasting as they wanted to learn for their future education and believed that DE levelled the playing field in a negative way, as it allowed students who copy/pasted s to achieve the same grades.
The emoji elicitation technique showed that students experienced fatigue, boredom, and loneliness because of the WA classroom, leading to distraction and disengagement from learning. However, it also showed a sense of safety in classroom dynamics.
These students live in a society where Quechua speakers face marginalization and racism affecting their school experiences. Many of them suffered racism from both peers and teachers at school, resulting in an aversion to participating in the in-presence classroom. One participant compared her school experience to "facing a war" but found that WA enabled her to express herself more freely, as she was not exposed to the gaze of others, which subsequently improved her grades in the communication component of the curricula. This was a shared feeling in the group. The WA classroom facilitated communication among this group of students.
Conclusions
The study revealed that technologies like WA are not neutral: they enable certain aspects, like student retention and communication, but disable others, like in-depth comprehension of the subject. Replacing the traditional classroom with DE, without modifying the pedagogy, can lead to low-quality education experiences.
In a world where educational opportunities are essential, it is crucial to address the challenges faced by students, especially in environments with different educational barriers, including the digital divide, gender, rurality and language of instruction. Distance education must be inclusive and adaptable to ensure learning continuity for all.
This study sought to provide insights on WA as an educational platform that can inform future educational interventions, ultimately working towards ensuring equitable access to quality education for all.

Author

• arianna valentini, UNESCO IESALC