All over the world, accounting students have the burden of scholarship and professional studies in order to become future accountants. A way to cope with this demand is to use the ubiquitous social media. This study examined the demographic differentials in the students' awareness and usage of social media as online pedagogical tools. Purposely selected for the study were accounting students of Covenant University, ranked number one in West Africa by the 2019 Times Higher Education. The university enrols its accounting undergraduates for external professional examinations additionally to four years of a degree course. A quantitative methodology using a survey technique afforded the application of a questionnaire instrument in the study. The Scientific Package of Social Sciences was used to analyse the data gathered from 294 students of accounting across gender, age and levels of studentship. Results point out that accounting students are aware of the educational value of social media outlets. However, in practice, online platforms are lowly used for learning purposes. While students mostly subscribe to Instagram, YouTube is the most valuable media for learning. More than gender and level of studentship, influence both awareness and usage of social media for undergraduates' online learning. The study concludes that socio-pragmatic considerations rather than epistemic consciousness determine students' social media affiliations and usage. Resulting recommendations are: that international researches should study the applicability of social media as online learning apparatuses. Also; educational administrators should rethink social media as online pedagogical tools.
The media have become major players in the socialization of children in modern African societies. Television, in particular, and its related products are at the center stage of early childhood education. Due to the attractive nature of television, children get fascinated as early as 3 months old. Thus, television begins to influence children's learning processes from the cradle. However, there emerges a conflict between media reception and social realities around children, creating a learning dissonance in them. This chapter explores the learning dissonance in children and the impact this has on early childhood education in Nigeria, in particular. It also attempts suggestions on how the situation could be redressed to the advantage of children in their early education.
The migration of people in large numbers from Syria, Iraq, Afghanistan, Somalia, and South Sudan, to receiving countries such as South Korea, America, Canada, Russia, and Germany among others remains a challenge because of its attendant violence and conflicts. This study, using descriptive content analysis, examined the comments of Channels Television's YouTube channel commenters, as it relates to migration stories reported online. A total number of 30 YouTube videos on migration were selected based on their recency. Comments under the YouTube videos from January 2018 until April 2019, were examined using descriptive analysis to extract themes from these comments. The theories adopted for this study were the Framing and Priming theories. The analysis of public comments was to understand public discussions on migration and observe future implication of this discourse on inter-national relationships. Results revealed a possible future cultural divide among nations affected by migration if necessary actions are taken globally. The authors fear that such outcome could further promote disunity across nations and deprive individuals of their search for the greener pastures. The prevalent perceptions of the audience on the issue of migration which are advanced by these online comments can lure audience who read these comments but not involved in the discussions to believe and act it out.
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