WhatsApp Usage in Administrative Processes of College of Distance Education, University of Cape Coast, Ghana

Abstract

In Ghana, little is known about the educational values of WhatsApp usage as a multidimensional communication tool. WhatsApp usage is unguided and generally left in the hands of the juvenile for exploration.  This article established how WhatsApp application could promote administrative processes and support for the College of Distance Education (CoDE), University of Cape Coast, Ghana. The theories informing this study were adopted from the synthetic model of motivation (Turner, 1987) and Activity Theory by Vygotsky (1978). The descriptive cross-sectional survey design was used for the study. Data collection was quantitatively done with a questionnaire as the research instrument. Census technique was employed to gather data from all the 72 Study Centre Co-ordinators of CoDE. The two objectives and four hypotheses that guided the study were analysed with frequencies and percentages, ANOVA, independent sample t-test, and multiple standard regression. The study found that most of the respondents were satisfied with WhatsApp’s use to facilitate communication among stakeholders at CoDE. It further emerged that WhatsApp messaging enables rapid feedback among the key stakeholders (administrators, course tutors and students) of CoDE. However, few co-ordinators expressed disappointment regarding members sending irrelevant information and heavy videos sometimes in ungodly hours. It was recommended that enforceable user-guidelines and policies be made explicit for members to adhere to WhatsApp platforms’ use. Also, WhatsApp groups should be organised based on homogeneous interests while usage should be supported, regulated and promoted by the management of CoDE.