Exploring the pedagogical affordances of WhatsApp in the mediation of student peer tutoring

Abstract Distance education in Malawi has evolved significantly since 1964, culminating in Mzuzu University’s introduction of e-learning through Moodle in 2020. However, informal learning through social media platforms such as WhatsApp remains underexplored and unformalised in higher education contexts. This study investigated the affordances of WhatsApp in supporting student-peer tutoring among first-year Bachelor of Education students studying through open, distance, and e-learning (ODeL) at Mzuzu University. Anchored in the Fourth Generation Cultural Historical Activity Theory (CHAT), the study adopted a qualitative design employing ethnographic observation and semi-structured interviews to explore how WhatsApp enables and constrains student-peer tutoring in resource-limited and remote settings. Findings revealed that WhatsApp enhances communication, collaboration, accessibility, affordability, and peer engagement through its user-friendly and low-bandwidth features. It fosters epistemological access to knowledge, promotes cooperative learning, and extends learning beyond formal institutional boundaries. However, challenges such as information overload, lack of assessment tools, message distractions, and limited tutor presence were identified as constraints. Participants suggested solutions including the creation of group rules, teacher engagement, use of hashtags for content organization, and decentralisation of discussion groups to improve learning focus. The study concludes that integrating WhatsApp into instructional design enhances peer interaction and engagement in e-learning environments. It contributes to the understanding of social media’s pedagogical potential in higher education, particularly within resource-constrained contexts. The findings have implications for digital transformation in Malawi’s education sector and for inclusive access to higher education aligned with Malawi Vision 2063.