Social Media for Teaching and Learning: A Technology Acceptance Model Analysis of Preservice Teachers’ Perceptions During the COVID-19 Pandemic

Mangundu, John

doi:10.26803/ijlter.21.5.10

Cited by 5 publications

(4 citation statements)

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“…The Cronbach's α a value of social media use, perceived usefulness, perceived ease of use, teacher's satisfaction and academic performance all are more than 0.6. According to the researchers if the indicators are higher than 0.6, the findings are considered to be reliable (Hair et al, 2017;Moran et al, 2011;Ajjan, Hartshorne, 2008;Lee, Lehto, 2013). See Table 2 for details.…”

Section: Resultsmentioning

confidence: 99%

Social Media’s Impact on Academic Performance of Higher Faculties During Covid-19 Pandemic in Hyderabad, Sindh, Pakistan

2023

Media Education (Mediaobrazovanie)

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Social media become the dynamic tool of communication among academicians during the Covid-19 pandemic. However, a lack of research examines the impact of social media use on academic performance by higher faculties. In this study, TAM was applied as an analytical model and employed a survey as a quantitative research method. A total of 242 higher faculties from multi-disciplines of the University of Sindh, Jamshoro, Hyderabad, (Sindh) Pakistan were chosen from 1st August 2021 to 30 th August 2021. The data was analyzed by SPSS version 26, based on the technology acceptance model, applied Cronbach's α, regression, and Pearson correlation techniques. This study revealed the moderate correlation r-square = .674, p = 0.000, which indicated the use of social media, perceived usefulness, and teacher satisfaction have a significantly positive impact on the academic performance except perceived ease of use among higher faculties in the university. Therefore, this study concluded that the impact of social media usage on academic performance by teachers have shown significant pattern and transformed the traditional approach towards online for development of academic performance. However, social media can assist in better academic performance by promoting collaborative learning, and discussions. Hence, for further analytical evaluation, similar research must be conducted at private universities.

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Section: Resultsmentioning

confidence: 99%

Social Media’s Impact on Academic Performance of Higher Faculties During Covid-19 Pandemic in Hyderabad, Sindh, Pakistan

2023

Media Education (Mediaobrazovanie)

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“…Their study reveals that this activity increased student motivation to read and learn. WhatsApp has also been used as a collaborative tool for sharing learning materials with students ( Mangundu, 2022 ), and interacting with students beyond the classroom setting ( Maulina Geelan et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes.

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“…Thus, the emergence and increased accessibility of digital technologies provide teachers with a broader array of professional resources. Mangundu (2022), Mavengano and Marevesa (2022) and Moyo (2022) argue that the Fourth Industrial Revolution (4IR), characterised by enhanced computational power and technological diversity, has fundamentally transformed the application of ICT in teaching and learning. The internet connects devices, facilitate local and global learning interactions in classrooms, thereby enhance the motivation and participation.…”

Section: Introductionmentioning

confidence: 99%

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

2024

FeD

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The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.

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Social Media for Teaching and Learning: A Technology Acceptance Model Analysis of Preservice Teachers’ Perceptions During the COVID-19 Pandemic

Cited by 5 publications

References 0 publications

Social Media’s Impact on Academic Performance of Higher Faculties During Covid-19 Pandemic in Hyderabad, Sindh, Pakistan

Social Media’s Impact on Academic Performance of Higher Faculties During Covid-19 Pandemic in Hyderabad, Sindh, Pakistan

Using social media for assessment purposes: Practices and future directions

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

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