The use of social media for teaching and learning at Domasi college of education

Abstract

Globally, the exigency of social media in academia for teaching and learning is slowly outsmarting the traditional mode of bricks and mortar environment through pedagogy of social constructivism. This study explored the use of social media for teaching and learning at Domasi College of Education, Malawi. Conceptual framework by Davis Bagozzi and Warshaw (1989) Technology Acceptance Model was used to validate the study through perceived ease of use, perceived usefulness and usage behaviour. The following research objectives were used: (1) to investigate level of awareness on the use of social media for teaching and learning by lectures and students at Domasi College of Education; (2) to assess the factors influencing usage of social media for teaching and learning by lecturers and students at Domasi College of Education. The sample comprised of students and lecturers (Quantitative) and administrators of teaching programs (interviews) and a survey sample size was one hundred and sixty. The popularity of social media in academia motivated the researcher who wanted to know how exactly these tools are being used at Domasi College Education. Studies done globally in academia have proved that they are used, although that is not the case with less developed countries where there are less studies such as Domasi College Education. Findings of the study noted that, 81 (100%) students and 41(100%) lecturers are aware of social media as tools for teaching and learning. The study also established that 81 (100%) students used WhatsApp; 37 (45.7%) used Facebook (38.3%) used You Tube; 29 (36.0%) used Google talk; 5 (6.17%) used Twitter and one (1) (1.2%) used Skype. On the other hand, 42 (93.3%) lecturers used WhatsApp; 16 (39.02%) used YouTube; 10 (24.39%) used Google Talk whilst one (2.43%) lecturer used LinkedIn and Skype. The study noted that the most used tool by students and lecturers was WhatsApp. Advantages noted with social media were promoted and improved collaborative learning, sharing of information, receiving of updates from college authority, and sending and receiving of assignments. Problems reported included lack of enough computers in computer laboratories against the number of students on campus and many more. Recommendation: the institution should formulate policy frameworks to guide usage of social media for education purposes; conduct frequent trainings to students and staff; and provide power backup such as heavy-duty diesel generators.