Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students’ Perspective

Abstract

As a result of the COVID-19 epidemic, most educational institutions shifted to online education. Students and faculty members in many public institutions, particularly those in developing countries, are hampered by the absence of formal online learning management systems. Responding to COVID-19, many institutions in developing countries adopted social media sites to maintain e-learning and sustain education process. The distinction between online and real-world communities is becoming increasingly narrow, especially among the younger generations who have grown up with social media at their fingertips. This research explores perspectives of higher education students in India regarding the use of social media for e-learning amid the COVID-19 pandemic. For this purpose, an online questionnaire was directed to a sample of higher education students in India via a personal network. The results showed that students were more satisfied with their use of social media because of their perceptions of its ease of use and usefulness. The majority of the students are active on social media for 1–2 h daily (p < 0.01). YouTube was the platform of choice among all the respondents (n = 154; 36%). The results confirmed that students feel that social media websites have a significant positive impact on their overall academic performance (p < 0.01). Novel methods of teaching and learning are constantly being sought out by educators. The present moment is an opportunity to examine and analyze the theoretical benefits of social media technologies and consider their relative advantages for education through the use of technology’s ability to enhance student learning.

The Barcelona Conference on Education 2022: Official Conference Proceedings

“…The adoption of ICT in learning environment shifts the traditional to student-centred methods, where students play a central role while teachers act as a guide or facilitators. This method moved from lectures to group activities, discussion, and activities (Sobaih et al, 2022). For synchronous online and hybrid mode of learning uses platforms like google meet, MS Teams, Webex, zoom and so on became popular in India to continue the learning process despite the closure of educational institutions.…”

“…In addition, it encourages learning through participation, engagement, productive learning outcomes, and adopting the best teaching method. It also serves as a channel to build a social network for students and teachers to support and exchange knowledge within the institutions and share, learn, and support globally (Sobaih et al, 2022).…”

Investigating the Impact of the COVID-19 Pandemic on the On-Line Education Process at the Higher Education Level

“…Digital technology supported the continuation of online teaching activities throughout the suspension of face-to-face classes, even if the teaching staff drew attention to the fact that some of the teaching activities, such as those in the laboratories, could not be carried out in the online system because they can have a negative impact on the acquisition of basic knowledge in the studied fields. (8)(9)(10).…”

ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic

“…Due to the impact of SARS-CoV-2 (COVID-19), education in the Kingdom of Saudi Arabia (KSA), like many other nations worldwide, has shifted from traditional learning, i.e., face-to-face, to synchronous digital learning (SDL), with virtual classrooms using numerous tools, e.g., Blackboard Collaborate, Microsoft Teams, Zoom, and social media in some cases [ 1 , 2 , 3 ]. Before COVID-19, in the KSA, utilizing SDL in the higher education context was limited to some courses [ 4 , 5 ].…”