Abstract: This study aims to explore lecturers’ and students’ experiences on the innovative use of WhatsApp in the teaching and learning of Academic Communication Skills course during the lockdown period. Covid-19 has brought new challenges to world’s economies, social livelihoods and education. Following recommendations from Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) in Zimbabwe, lecturers and students at Women’s University in Africa (WUA) Zimbabwe had to adopt a suitable online platform in place of face-toface lectures, thus creating Montessori lecture rooms at convenient locations for the participants. This study adopts a qualitative approach which is interpretive in nature. The study is hinged on Vygotsky’s (1978) Social Cultural Theory and McCroskey’s (2006) Instructional Communication Model. Five students and three lecturers were purposively sampled to understand their experiences in the innovative use of WhatsApp. Data from interviews and documents were analysed using the inductive thematic analysis to reveal the phenomenon under study. Major findings of this study revealed that lecturers and the majority of the students were fully supportive of the initiative to receive and conduct lectures online. WhatsApp data was much cheaper. The study recommends that students and lecturers may learn new skills on WhatsApp. Ensuing studies may compare blending WhatsApp lecture format with conventional lectures.

Abstract: Social interactions amongst peers were the sole purpose for the invention of social media platforms. Later on, realizing its potential, other sectors embraced the technology and has been strategically used to add value and in the case of Higher Learning Institutions (HLIs), reach learners beyond classroom walls. However, it was not clear enough whether social media is sufficiently utilized for learning as compared to social activities; thus, this research aimed at exploring this dilemma. A review of literature reveals that there is insufficient research done exploring perceptions of students in HLIs regarding their use of social media for learning. A random sample of 250 students from one HLI in Tanzania participated in the study belonging to the following disciplines; Pharmacy, Nursing, Natural and Applied Sciences, Education and Humanities and Commerce and Business Studies. Data was analyzed through SPSS statistical package. A principal finding is that the use of social media for knowledge sharing hasn’t only increased but rather supersedes that for social interactions. Social media is no longer just for relaxation and electronic commerce. Analysis recommends policy makers to formalize the use of social media for academic purposes, improve Information Communication Technology (ICT) infrastructure nation-wide and incorporate ICT subjects in studies from lower levels of education upwards. But most important, Digital Strategies in HLIs is mandatory if any significant impact of technology is intended; not only to support administrative tasks but rather be at the core of the institution’s strategy.