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Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students

Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students

Connie Johnson, Jenna Obee, Samuel Sambasivam, Amy Sloan, Robin Throne
Copyright: © 2022 |Pages: 16
ISBN13: 9781799884798|ISBN10: 1799884791|ISBN13 Softcover: 9781668446256|EISBN13: 9781799884804
DOI: 10.4018/978-1-7998-8479-8.ch013
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MLA

Johnson, Connie, et al. "Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students." Social Justice Research Methods for Doctoral Research, edited by Robin Throne, IGI Global, 2022, pp. 273-288. https://doi.org/10.4018/978-1-7998-8479-8.ch013

APA

Johnson, C., Obee, J., Sambasivam, S., Sloan, A., & Throne, R. (2022). Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students. In R. Throne (Ed.), Social Justice Research Methods for Doctoral Research (pp. 273-288). IGI Global. https://doi.org/10.4018/978-1-7998-8479-8.ch013

Chicago

Johnson, Connie, et al. "Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students." In Social Justice Research Methods for Doctoral Research, edited by Robin Throne, 273-288. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8479-8.ch013

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Abstract

Current research trends, insights, and recommendations for use of mobile technologies in the advent of 5G technologies continue as technologies are adopted and employed within online learning environments. This chapter considers the higher education literature specific to the synchronous communications available via ubiquitous mobile devices and the pedagogical implications these mobile technologies create in the context of online doctoral education. Mobile instant messaging, mobile learning, and other mobile applications are considered to foster engagement of both doctoral faculty and doctoral students. While these mobile technologies may foster engagement and disrupt voice dispossession among underrepresented doctoral students, the research into this specific demographic and the social-relational aspects of synchronous communications within mobile learning remains limited. Continued research into the use of synchronous communications for underrepresented online doctoral students to prevent attributional accommodation and nonuse is needed.

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