Controlling for active contributions, intervention effects were more pronounced and professional identification was higher in the moderated WhatsApp condition¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Effects were more pronounced when controlling for active contributions (writing vs reading messages). → Pimmer 2019 q2 i? Controlling for active contributions amounted to significantly higher levels of professional identification. → Pimmer 2019

Evidence¶

Pimmer 2019¶

Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Oluwasola, Deborah Olusola; Dipeolu, Oluwafemi; Ajuwon, Ademola J. (2019). Facilitating professional mobile learning communities with instant messaging. https://doi.org/10.1016/j.compedu.2018.09.005

q2 · i? · causal · r?

Analysis of the quasi-experimental study distinguishing writing from reading messages. The article reports effects were "even more pronounced when controlling for active contributions" and this "amounted to significantly higher levels of professional identification"; no effect size is printed.

"The effects were even more pronounced when controlling for active contributions (writing vs reading messages), which also amounted to significantly higher levels of professional identification."

Discussion¶

Related Claims¶

• Moderated WhatsApp groups increased professional knowledge among newly graduated nurses relative to an untreated control group — related
• Moderated WhatsApp groups reduced feelings of professional isolation among newly graduated nurses — related
• General self-reported WhatsApp use was positively associated with professional social capital, identity, lower isolation, job satisfaction, and perceived knowledge transfer — related