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WhatsApp is the instant messaging tool that enables people to communicate in a multimodal

way mainly via their smartphones and which has impressively become a core form of
communication in many social communities (Church & Oliveira, 2013; Sultan,
2014).Therefore with improvements in technology, smart phone applications for instant
messaging, such as WhatsApp, have been used to link groups of people together in an
effective and interactive way . WhatsApp is a method of sending and receiving messages to
and from individuals or groups with additional features of sending images, videos, and links.
This application has allowed the creation of small groups and communications within its
boundaries .Therefore the essay below seeks to explore how whatsapp has led to the changes
in discursive realisations in the society and even in the global world.

Quite undeniably, the ‘domestication’ of technology (Berker et al., 2006) brought together
the widespread use of the Internet and a consequent transformation of everyday
communicative practices in, inter alia, professional,educational and interpersonal realms .
Despite its fast progress, we are still witnessing the eruption of different kind of software that
caters for communicative needs, much of it characterised by relying on
online settings but whatsapp seem to be a fast growing network world wide., researchers
exploring digital environments are observing that many individuals, across different sets of
age generations, cultures and backgrounds in digitally mediated environments and social.
Furthermore to prove the impact and changes in discursive realisation on whatsapp, a group
can be created to improve the interaction between residents and consultants on a certain
clinic. The group is used as a medium to discuss common clinical scenarios, resident queries,
and convey important instructions to be followed by residents with respect to running the
clinic. This seeks to evaluate the benefits of this WhatsApp-based discussion on residents'
knowledge of post-operative pain management. The primary aim is to explore the benefits of
a 3-month informal WhatsApp training by evaluating pre- and post-discussion responses to
standard pain questionnaires. This research will lead us to evaluate improvements in
residents' self-rated confidence scores and documentation in the clinical sheets as a result of
a discussion through a whatsapp group.
The WhatsApp-based discussion is impromptu and based on scenarios provided by
consultants that is a board certified anaesthesiologists’argued French (1986) therefore with a
special interest in post-operative pain and difficulties posted by residents. Thus, the learning
was directed by the residents' queries and their opinions, and was not based on any pre-
defined syllabus. This seeks to discuss topics included scenarios posted by consultants and
resident-generated queries. The response rate to each topic will be fast in a way that people
are free to type their messages open on a group without a nervous feeling.

Following the incessant use of this app, it is evident that it too has entered the educational
system and academia. Previous studies have found that class WhatsApp groups are used for
communicating with students, nurturing a social atmosphere in class, forming a dialogue and
collaboration between the students, and as a means of learning in a discursive manner hence
it improved. Another benefit of this app is the possibility it gives the teacher to become more
familiar with the students and to influence student discourse.

Moreover, WhatsApp has academic benefits evident in the availability of the teacher,
learning that continues outside the classroom, and rapid access to study materials as it
encourages discussions whereby a person feels free to type a message on his or her phone
without feeling nervous as you will be in the absents of your class mates.For instance in own
own class we have several groups on this platform on which we does our discussion in
academics and in our social environment. Nevertheless, there are also disadvantages as not all
students have smartphones that enable use of the app. Furthermore, there is a large amount of
messages and the need to deal with improper language, and finally, students have high
expectations that the teacher will answer their questions quickly and effortlessly (Deshen,
Buchnik & Brochson, 2014).

A study on this subject attempted to explore the common phenomenon of class


communication in shared teacher-student WhatsApp groups. This include semi-structured
interviews with teachers who use WhatsApp groups together with their students. These
interviews examined the pros and cons of these groups and their conduct. The findings show
several benefits which are technical with the impact of stressing the easy operation of the
app, the lack of costs, and the privacy maintained in the group. This shows that use of
WhatsApp is preferable to other media such as e-mail, Facebook, and texting .Therefore
evoking some open communication in all sectors including Educational benefits evident in
the student's feeling of belonging to the class whereby a person is open to the discussion
providing answers in his or her comfort;

In addition, the teacher's presence in the group has a positive effect on the conversation
between the group participants such that anything out of school business is not tolerated.
Academic benefits are evident in the teacher's availability for academic questions, sending
study material by WhatsApp such that it reaches everyone immediately as we are currently
adopting in our learning systems even toaday in our class.

In the same vein WhatsApp also lets the student review the material at home and come with
additional knowledge beyond the formal classes. Moreover, teachers can correct students'
mistakes immediately and add comments therefore this discussion prevail also on this media
platform. Following use of WhatsApp groups, students feel confident, have someone to ask
questions. Even students who do not stand out in class can express themselves with this app
without feeling shame and helplessness (Deshen et al., 2014).

Moreover use of discursive platforms such as whatsApp groups has impacted change in
guiding seminars, with the aim of conveying instant messages, pictures, videos, and sound
bites. Among other things, use of WhatsApp groups expands the interpersonal instructor
student communication and enables availability for questions, scheduling meetings and
consultations, thus creating an administrative benefit that contributes to comfortable conduct
within the group.

In conclusion whatsapp has succumbed many changes in the discursive processes in all
sectors be it social environment ,health and most probably the educational sector because it
has an email conversation cheaper to use can also even work without a sim card .therefore it
has many services to facilitate everyone in a disscusive world.It has impacted a positive
global world in which people are connected dispite of location we can share what is
transpiring in different anglesw of the world although it functions in the presence of data or
wifi.
REFERENCE LIST

Bouhnik D, Deshen M. (2014). WhatsApp goes to school: Mobile instant messaging


between teachers and students . Washington, DC: American Psychological
Association.
Angus, J. (2006). Gorilla, Gorilla, Gorilla [wood veneers, nylon]. Perth: Art Gallery of
Western Austral
French, L. A. (1986). Cognitive consequences of education: transfer of training in the elderly
(Ph.D. thesis - University of Illinois, 1980). [Microform]. Ann Arbor, MI: University
Microfilms International.

Berker et al.,( 2006). Learning and instruction: European research in an international


context (Vol. 2). Oxford, UK: Pergamon

Church, B., & Sultan, J. (2013). A challenge to change. London, England: Thorsons.