Graduate Studies

 

First Advisor

Guy Trainin

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Douglas Golick, Sharon Obasi, Toni Hill

Department

Educational Studies (Innovative Learning Technologies)

Date of this Version

5-2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Innovative Learning Technologies)

Under the supervision of Professor Guy Trainin

Lincoln, Nebraska, May 2025

Comments

Copyright 2025, Ogbonnaya B. Akpa. Used by permission

Abstract

The perennial problem of inadequate funding of public universities in Nigeria hinders their ability to implement online learning using conventional platforms and tools. Educators are compelled to explore alternatives for the cost-effective implementation of online learning. WhatsApp is a tool faculty and students at universities in Nigeria already use, which may be adopted for online learning implementation. This study used a mixed-methods approach to investigate the usefulness of WhatsApp for online learning as perceived by faculty members and students at a Nigerian public university.

Findings of the study revealed that both students and faculty members perceived WhatsApp as a highly accessible, affordable, and flexible tool with meaningful educational affordances capable of supporting online learning. Quantitative results indicated strong positive perceptions across all affordance dimensions, with pedagogical affordance as the strongest predictor of students’ behavioral intention to use WhatsApp.

Students and faculty exhibited high levels of technological self-efficacy and willingness to adopt the platform, suggesting that individual readiness was not a major barrier. However, qualitative findings highlighted systemic challenges that could constrain effective adoption. Overall, the findings suggest that while WhatsApp holds significant potential as a supplementary tool for online learning in resource-constrained settings, successful integration depends heavily on addressing broader institutional and infrastructural barriers alongside thoughtful pedagogical planning.

Advisor: Guy Trainin

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