Analyzing tutor–student communication patterns on whatsapp for educational engagement in higher education

Abstract

This study investigated the communication patterns that emerge when tutors and students interact via WhatsApp at a South African university. Guided by Computer-Mediated Communication (CMC) theory, the study aimed to explore how WhatsApp mediates tutor-student communication and influences academic engagement within a digitally evolving higher education environment. Despite WhatsApp’s growing use for academic purposes, limited research has critically examined the nuanced patterns of communication that arise, particularly within under-resourced institutions in South Africa. The study adopted a qualitative approach, framed within an interpretivist paradigm, and employed a case study design. A total of thirty tutors were purposefully selected to participate in semi-structured interviews and to submit anonymised WhatsApp chat excerpts that illustrated their interactions with students. The data was analysed using thematic analysis, allowing for the identification of recurring communication behaviours and patterns. Four dominant themes emerged: relational warmth, which includes expressions of care and encouragement; instructional responsiveness, reflecting timely academic feedback and clarification; digital etiquette challenges, such as inappropriate language or lack of response; and communication breakdowns resulting from misinterpretation or information overload. These findings highlight both the benefits and limitations of WhatsApp as a tool for academic support. The study concluded that WhatsApp has the potential to enhance academic dialogue and emotional connection, but its effectiveness depends on clear communication norms and institutional guidance. It recommends that universities provide training and structured guidelines to help tutors navigate digital communication effectively, ensuring more consistent and meaningful engagement with students.