Exploring the opportunities and challenges of social media use in teaching and learning processes at public universities in Ethiopia

Awoke, Yohannes Ayalew; Zikargae, Mekonnen Hailemariam

doi:10.1080/2331186x.2023.2277558

Cited by 2 publications

(1 citation statement)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…MSN applications' robustness, security, accessibility, and ease of use contribute to their popularity in teaching and learning. Despite MSN capabilities, Awoke and Zikargae [5] have identified challenges in teaching and learning, such as lecturer resistance, an associated distraction caused by uncontrolled platforms, and infrastructure difficulties. Nonetheless, MSN is more synonymous with its ability to bring together people who share the same goal, and learners are among people who share a common interest.…”

Section: Mobile Social Network In Learningmentioning

confidence: 99%

Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town

Dzvapatsva,

Chinhamo,

Yan

et al. 2024

Educ. Technol. Q.

View full text Add to dashboard Cite

This paper explores the impact of extending instructional time at technical vocational education and training (TVET) colleges using WhatsApp's mobile social network (MSN) application. In South Africa, there is relatively little discussion on extending instructional time within the TVET sector, yet instructional time loss is consistently mentioned as one of the most significant challenges. During the study, the subject of Computer Programming was examined in light of poor learner performance. This study employed mixed-methods research following a pragmatic paradigm to formulate educational policies potentially dealing with TVET instructional time losses in South Africa. Data were collected from two TVET centres (FB1 and FB2) involving two lecturers and 48 students in Cape Town. Despite the study's mixed results, qualitative data reflected the need to extend instructional time and improve the efficiency of applications like WhatsApp. Quantitative data reflected an overall percentage pass rate of 56% and 100% for FB2 and FB1, respectively. The messaging application, however, has challenges, such as disrupting conversations. By participating in learner WhatsApp groups, the paper believes lecturers can reap positive benefits from these initiatives. This study adds voice to mixed-method practices. To maximise pedagogical efficiency, this study recommends that educators provide practical guidance on using MSN applications to increase instruction time.

show abstract

Section: Mobile Social Network In Learningmentioning

confidence: 99%