Page 21 - IJSA, Vol. 7, No 1, 2024

International Journal of Science Annals, Vol. 7, No. 1, 2024
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

Another noteworthy aspect is that much of the existing more general, and the latter is more specific. The
literature is theoretical, highlighting the need for more primary objective of this study is to create a detailed
in-depth individual case studies to provide a more “picture” of how this process unfolds, enabling future
realistic portrayal of practice (Acuyo, 2021), akin to our replication. Therefore, the comparison made between
study, which examines the entire process both within the groups is not to highlight contrasts but to fill in any
and outside the WhatsApp platform. This approach gaps that might arise from analyzing just one e-group.
would enable researchers to gain a deeper understanding Indeed, descriptive studies aim “to describe or explain
of the complexities of social media-enabled relationships among phenomena, situations, and events
participation in professional development initiatives (De as they occur,” as Thomlison (2001, p. 131) notes,
Laat, 2012). aligning with the objectives of this scholarship. This
The aim of the study. To extract a replicable CPD-centric study concentrates on two distinct case studies,
system that can be applied for similar purposes by qualifying it as a multiple case study. As Greene and
charting the process of CPD-integrated e-training, David (1984, p. 75) explain, this approach is utilized
examining meeting schedules, discussed topics, group “for generalizing to a target population of cases from the
dynamics, and interaction patterns. results of a purposefully selected sample of cases,”
which, in our situation, involves two cases.
Materials and Methods The Sample Population
To conduct the study, a descriptive multiple case Regarding the sample population, the first WhatsApp
research design was utilized to examine the CPD group “MENA English Teachers Community”
processes in two distinct WhatsApp groups: “MENA comprises 990 users, each identified by a unique phone
English Teachers Community” and “Secondary number. Consideration was given to those who were
Teachers”, created by the British Embassy. The either added to the group or active in CPD-focused
initiative initially involved grouping instructors for discussions. Consequently, 92 users were identified as
training in online seminars and workshops to adapt to participants. These individuals come from 17 different
the pandemic-affected environment. Invitations for countries, with varying representation (Figure 1):
CPD-focused seminars were sent via email, with a shift Egypt (38.04%), Iraq (9.78%), Saudi Arabia (7.61%),
to a socially mediated WhatsApp platform by the end of Algeria (6.52%), Oman (6.52%), Libya (5.43%),
2023. Jordan (5.43%), Yemen (4.35%), United Arab
Two groups were selected for this study: the first is for Emirates (4.35%), Qatar (3.26%), Lebanon (2.17%),
all MENA teachers, while the second is exclusively for Morocco (2.17%), India (2.17%), Kuwait (2.17%),
secondary English teachers. In essence, the former is Tunisia (1.09%), Sri Lanka (1.09%), and Iran (1.09%).

Figure 1
The Countries’ Frequency of the Participants in Both WhatsApp Groups

Meanwhile, the second WhatsApp group “Secondary participants were identified, originating from 17
Teachers” consists of 780 users. Those accounted for in countries. The breakdown is as follows (Figure 1):
the study include members who were invited and added Egypt (41.57%), Iraq (10.11%), Oman (10.11%), Saudi
to the group or those who actively participated in online Arabia (8.99%), Algeria (7.87%), Jordan (6.74%),
discussions. Within this specific timeframe, 77 Morocco (5.62%), Libya (5.62%), Yemen (4.49%),

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