The potential of social media as a tool for promoting learning: a case study of Strathmore University
| dc.creator | Makhanu, Everlyne | |
| dc.creator | Maingi, Eunice | |
| dc.creator | Bheny, Delphine | |
| dc.creator | Sevilla, Dr Joseph | |
| dc.date | 08/12/2014 | |
| dc.date | Tue, 12 Aug 2014 | |
| dc.date | Tue, 12 Aug 2014 18:03:29 | |
| dc.date | Wed, 3 Sep 2014 18:51:10 | |
| dc.date.accessioned | 2015-03-18T11:29:14Z | |
| dc.date.available | 2015-03-18T11:29:14Z | |
| dc.description | Conference paper presented at 2014 eLearning Innovations Conference and Expo-kenya | |
| dc.description | Social media may be thought of as a communication tool that allows users to create, modify and distribute content through the use of devices such as mobile phones, tablets, laptops, etc. on platforms such as blogs, file sharing, social sites and wikis among others. This paper is based on a research that was carried out at @iLabAfrica, a Research Centre in Strathmore University. It was driven by the social media myth which has it that if social media is introduced in the classroom, students will be distracted and grasp little of what the lecturer is teaching. The study aimed at investigating mobile device ownership and usage among the students. Specific objectives of the research were to find out what mobile devices students own or have access to, whether they use social media for learning, what kind of materials they share on social media and how much time they spend on social media. This was to help the researcher understand and harness the learning potential of social media if any, to develop and align social media strategies with teaching and learning outcomes. Desktop research, questionnaires and focus group were used as research instruments to collect data. The university has about 5,000 students from which a sample population was drawn. An in-depth analysis was carried out and a comprehensive report generated. The findings showed that 88% of the students own mobile phones that can connect to the Internet; 5% owned tablets, 38% owned laptops and 7% owned desktops. It was also discovered that 80 % of the students use social media for learning purposes and the kind of materials they share was identified. Furthermore, it was noted that students spend a considerable amount of time per day on the social platforms. The research concluded that, based on the findings, social media could be turned into a potential tool for promoting learning, complementing other existing methods. This however, will need to be supported by policies that align it to teaching and learning outcomes. | |
| dc.description.abstract | Social media may be thought of as a communication tool that allows users to create, modify and distribute content through the use of devices such as mobile phones, tablets, laptops, etc. on platforms such as blogs, file sharing, social sites and wikis among others. This paper is based on a research that was carried out at @iLabAfrica, a Research Centre in Strathmore University. It was driven by the social media myth which has it that if social media is introduced in the classroom, students will be distracted and grasp little of what the lecturer is teaching. The study aimed at investigating mobile device ownership and usage among the students. Specific objectives of the research were to find out what mobile devices students own or have access to, whether they use social media for learning, what kind of materials they share on social media and how much time they spend on social media. This was to help the researcher understand and harness the learning potential of social media if any, to develop and align social media strategies with teaching and learning outcomes. Desktop research, questionnaires and focus group were used as research instruments to collect data. The university has about 5,000 students from which a sample population was drawn. An in-depth analysis was carried out and a comprehensive report generated. The findings showed that 88% of the students own mobile phones that can connect to the Internet; 5% owned tablets, 38% owned laptops and 7% owned desktops. It was also discovered that 80 % of the students use social media for learning purposes and the kind of materials they share was identified. Furthermore, it was noted that students spend a considerable amount of time per day on the social platforms. The research concluded that, based on the findings, social media could be turned into a potential tool for promoting learning, complementing other existing methods. This however, will need to be supported by policies that align it to teaching and learning outcomes. | |
| dc.identifier.uri | http://hdl.handle.net/11071/3815 | |
| dc.language | eng | |
| dc.rights | By agreeing with and accepting this license, I (the author(s), copyright owner or nominated agent) agree to the conditions, as stated below, for deposit of the item (referred to as .the Work.) in the digital repository maintained by Strathmore University, or any other repository authorized for use by Strathmore University. Non-exclusive Rights Rights granted to the digital repository through this agreement are entirely non-exclusive. I understand that depositing the Work in the repository does not affect my rights to publish the Work elsewhere, either in present or future versions. I agree that Strathmore University may electronically store, copy or translate the Work to any approved medium or format for the purpose of future preservation and accessibility. Strathmore University is not under any obligation to reproduce or display the Work in the same formats or resolutions in which it was originally deposited. SU Digital Repository I understand that work deposited in the digital repository will be accessible to a wide variety of people and institutions, including automated agents and search engines via the World Wide Web. I understand that once the Work is deposited, metadata may be incorporated into public access catalogues. I agree as follows: 1.That I am the author or have the authority of the author/s to make this agreement and do hereby give Strathmore University the right to make the Work available in the way described above. 2.That I have exercised reasonable care to ensure that the Work is original, and to the best of my knowledge, does not breach any laws including those relating to defamation, libel and copyright. 3.That I have, in instances where the intellectual property of other authors or copyright holders is included in the Work, gained explicit permission for the inclusion of that material in the Work, and in the electronic form of the Work as accessed through the open access digital repository, or that I have identified that material for which adequate permission has not been obtained and which will be inaccessible via the digital repository. 4.That Strathmore University does not hold any obligation to take legal action on behalf of the Depositor, or other rights holders, in the event of a breach of intellectual property rights, or any other right, in the material deposited. 5.That if, as a result of my having knowingly or recklessly given a false statement at points 1, 2 or 3 above, the University suffers loss, I will make good that loss and indemnify Strathmore University for all action, suits, proceedings, claims, demands and costs occasioned by the University in consequence of my false statement. | |
| dc.subject | Social Media | |
| dc.subject | Mobile Devices | |
| dc.subject | Teaching and Learning | |
| dc.subject | Policies and Strategies | |
| dc.title | The potential of social media as a tool for promoting learning: a case study of Strathmore University | |
| dc.type | Conference Paper |
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