Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers

Olelewe, Chijioke Jonathan; Orji, Chibueze Tobias; Osinem, Emmanuel C.; Rose-Keziah, Ikemelu Chinelo

doi:10.1007/s10639-019-09963-7

Cited by 17 publications

(15 citation statements)

References 29 publications

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“…It also facilitates data sharing and provides an easy ongoing learning community, and getting instructors to use social media and to achieve a typical percentage of use for university students can promote interaction, as it provides educators with a more understandable form and academic success in higher education. In addition, social media has massive up-to-date content leading to satisfaction among users, including students using them as part of their education [70].…”

Section: Students' Satisfactionmentioning

confidence: 99%

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

et al. 2021

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The current study explores the students’ behavioral intention to use social media and actual social media use in higher education, specifically the perception of their academic performance and satisfaction. The study is theoretically based on the technology acceptance model (TAM) with evaluation information system success models (ISSM). Theoretically, five independent constructs were identified as contributory to behavioral intention to use social media, and actual social media use towards the students’ satisfaction and performance impact was analyzed. A questionnaire survey based on the technology acceptance model (TAM) and information system success model (ISSM) was utilized as the key method for collecting data and disseminated to 1200 students from four public universities of Malaysia chosen through a random sampling technique. For data analysis, the SPSS and structural equation modeling (SEM-Amos) were used. Outcomes obtained from the students’ behavioral intention to use and actual social media usage indicates a positive and constructive influence on satisfaction and academic performance in higher education. In addition, both male and female students were satisfied with perceived usefulness (β = 0.095, t-value = 3.325, p < 0.001 and β = −0.045, t-value = −2.079, p < 0.001, respectively), perceived ease of use (β = 0.108, t-value = 3.29, p < 0.001 and β = 0.307, t-value = 12.365, p < 0.001, respectively), perceived technology fit (β = 0.14, t-value = 4.769, p < 0.001 and β = 0.277, t-value = 12.358, p < 0.001, respectively), information quality (β = 0.108, t-value = 3.825, p < 0.001 and β = 0.109, t-value = 5.087, p < 0.001, respectively), and system quality (β = 0.232, t-value = 7.573, p < 0.001 and β = 0.176, t-value = 7.429, p < 0.001, respectively). Therefore, we encourage students to use social media for educational purposes and encourage more interactions with peers at higher education institutions. The study’s empirical findings present strong support for the integrative association between the TAM and the ISSM in using online learning platforms to improve students’ academic achievements and satisfaction. This could help decision makers in universities, higher education institutions, and colleges to plan, evaluate, and implement online learning platforms in their institutions.

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Section: Students' Satisfactionmentioning

confidence: 99%

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

et al. 2021

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“…It also makes it easy for me to share data and provide easy oncoming learning community, and to be satisfied with interaction using instructors to use social media, and to achieve a typical percentage for University students, as it provides educators with a more understandable form and academic success in higher education. In terms of satisfaction with using social media participation and achieving a higher percentage of student satisfaction for class participation, social media provides a lot of up-to-date content [55].…”

Section: Student Satisfactionmentioning

confidence: 99%

Task-Technology Fit Model: The Factors Affecting Students' Academic Performance in Higher Education

Al-Rahmi¹,

Shamsuddin²,

Alismaiel³

2020

ujer

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“…Kenyataannya, walaupun pembelajaran online banyak keuntungannya, seperti fleksilibitas tinggi, konten yang bervariasi, dan biaya rendah, ternyata terdapat berbagai kesulitan dihadapi pada pembelajaran vokasi berbasis online tersebut (Olelewe & Orji, 2019). Para siswa vokasi mengalami kejenuhan dalam melakukan kegiatan belajar, cenderung tidak termotivasi, dan tidak tertarik dibandingkan dengan belajar seperti biasa, selain itu juga pembelajaran online mengalami keterbatasan khususnya dalam hal praktik (Mulyanti et al, 2020).…”

Section: Pendahuluanunclassified

Meta-Analisis Model Pembelajaran Vokasi dalam Kondisi Covid-19

Nugraha

Poniman

Kencanasari

et al. 2020

J. Din. Vok. Tek. Mesin

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In the current Covid-19 transition period, an effective vocational learning model innovation is needed. The number of vocational learning models during this pandemic needs further study for a successful implementation. This study empirically verifies the vocational learning model during the Covid-19 pandemic and analyzes the factors that hinder vocational learning in the Covid-19 era. Systematic literature review and Meta-Analysis (PRISMA) were used as methods for conducting this research. The reviewed articles were 30 most recent articles from 2019 to 2020. All articles were classified based on author, year published, type of journal or conference, method, vocational learning model, and findings. The study reveals that the search results prove an increase in the number of articles published from 2019-2020. The results showed that e-learning is the most widely used learning model in vocational education. E-learning developed for vocational education must be able to measure competency outcomes through an e-portfolio, virtual-based, and easy to use. The obstacles that can be identified are the difficulty of teachers and students to adapt to changes in vocational learning from conventional to online learning during the COVID-19 transition; lack of working skills for vocational education students that are unobtainable during online learning; infrastructure problems; and uneven distribution of networks, especially in remote areas that have difficulty accessing the internet. Di masa transisi Covid-19 saat ini, dibutuhkan inovasi model pembelajaran vokasi yang efektif digunakan. Banyaknya model pembelajaran vokasi di masa pandemi ini perlu dikaji lebih lanjut yang tepat untuk diimplementasikan. Penelitian ini bertujuan untuk memverifikasi secara empiris model pembelajaran vokasi di masa pandemi covid 19 serta menganalisis faktor yang menghambat pembelajaran vokasi di era Covid-19. Systematic literarature review dan Meta-Analisis (PRISMA) digunakan sebagai metode untuk melakukan penelitian ini. Artikel yang ditinjau sebanyak 30 artikel terbaru dari tahun 2019 hingga 2020. Semua artikel diklasifikasikan berdasarkan penulis, tahun terbit, jenis jurnal atau konferensi, metode, model pembelajaran vokasi, dan temuan. Hasil studi disampaikan sebagai berikut. (1) Hasil penelusuran membuktikan adanya peningkatan jumlah artikel yang diterbitkan dari tahun 2019-2020. (2) Hasil penelitian menunjukan bahwa model pembelajaran e-learning merupakan pembelajaran yang paling banyak digunakan pada pendidikan vokasi. (3) E-learning yang dikembangkan untuk pendidikan vokasi harus bisa mengukur hasil kompetensi melalui e-portofolio, berbasis virtual dan mudah digunakan. (4) Hambatan yang dapat diidentifikasi adalah: (a) kesulitan adaptasi pengajar dan siswa dalam perubahan pembelajaran vokasi pada masa transisi covid-19 dari konvensional ke online, (b) kurangnya keterampilan bekerja para siswa pendidikan vokasi yang tidak didapatkan selama pembelajaran online, (c) masalah infrastruktur dan pemerataan jaringan yang belum merata terutama di daerah terpencil yang kesulitan akses internet.

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Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers

Cited by 17 publications

References 29 publications

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

The Influence of Information System Success and Technology Acceptance Model on Social Media Factors in Education

Task-Technology Fit Model: The Factors Affecting Students' Academic Performance in Higher Education

Meta-Analisis Model Pembelajaran Vokasi dalam Kondisi Covid-19

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