The pervasiveness of various social media platforms and its use among young people have strengthened collaborative learning across different contexts. With this study I explored the integration of WhatsApp by business studies teachers to promote collaboration among learners. This qualitative study is located within an interpretive paradigm and framed on social constructivism theory. Six business studies teachers were purposively selected from 6 secondary schools located in Mkhanyakude district in the KwaZulu-Natal province, South Africa. Data were collected through individual semi-structured interviews. Thematic analysis was employed to analyse the data. I found that WhatsApp is important in promoting collaborative learning among learners and that integrating WhatsApp in business studies instructional practices facilitates networking among learners. However, it appeared that collaboration among learners was mainly restricted to online and afterschool hours. I therefore recommend that business studies teachers ensure that the same level of collaboration among learners on WhatsApp also occurs in business studies classrooms. This may be achieved by incorporating educational material used during WhatsApp-based instruction in their lessons for learners to see the value of virtual and physical collaborating with their peers.

https://doi.org/10.15700/saje.v44n4a2470

ORCiD iD of author:
Nduduzo Brian Gcabashe - https://orcid.org/0000-0002-1919-3370