Beyond the Lecture: Leveraging Mobile Apps to Build Learning Communities and Improve Academic Outcomes

The Proposed Study

This study explores the use of GroupMe, a mobile messaging app, to foster student engagement and build community outside of the traditional classroom setting. As smartphone usage becomes increasingly common among college students, instructors are seeking innovative ways to engage learners beyond lectures and learning management systems. GroupMe provides a platform for class-wide communication, enabling peer-to-peer interaction and timely instructor support, while reducing repetitive emails and confusion about course requirements. Prior research shows that digital communication platforms like Twitter can significantly enhance student engagement and academic performance (Junco, Heiberger, & Loken, 2011), and that consistent online participation supports deeper learning (Hrastinski, 2009). This paper examines how GroupMe serves as a practical tool for supporting connected learning and improving the student experience in business courses.

Methodology The data for this study will be collected from undergraduate students enrolled in Business Information Systems courses at a university in the southern region of the universities. At the start of the semester, students will be invited to voluntarily join their course-specific GroupMe chat. The instructor will post links on the learning management system and on the syllabus. At the end of the term, students will be offered an optional anonymous survey for extra credit. The survey will measure students’ perceptions of the ease of use, usefulness, reasonableness, and effectiveness of the GroupMe app for course-related communication and engagement. Open-ended questions will also collect qualitative feedback on what students liked most and least about the app, and how it could be improved for future use. The data will be processed using both descriptive statistics and thematic qualitative analysis. Quantitative responses will be analyzed to identify trends in perceived ease of use, usefulness, and engagement outcomes. Qualitative responses will be coded and categorized to extract common themes regarding student experiences and preferences. The analysis is expected to show that GroupMe improves clarity of course expectations, increases peer and faculty engagement, and reduces communication breakdowns. Findings will be interpreted in light of existing literature on educational technology and digital engagement to provide insights into best practices for implementing mobile communication tools in higher education.

Implications The results of this study will inform instructors, instructional designers, and academic administrators about the benefits and limitations of integrating mobile messaging tools into their teaching practices. By identifying how GroupMe enhances communication and fosters a sense of community, the findings will contribute to a growing body of literature on mobile learning and student engagement. The study also provides a replicable model for other institutions aiming to increase student interaction and satisfaction through low-cost, widely accessible technology.

Conclusion In conclusion, GroupMe offers a promising solution to bridge the communication gap between students and instructors while encouraging peer support and academic accountability. The study’s findings support the use of mobile messaging apps as a scalable and effective tool for improving engagement and academic outcomes in higher education. As technology continues to evolve, incorporating familiar, user-friendly platforms like GroupMe may help educators meet students where they are and create more inclusive and supportive learning environments.

References Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78–82. Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132.