Abstract
The scope and method of imparting distance education to the learner has evolved over a period of time. Various models of distance education have been introduced over the years; the latest introduction is the use of Web 2.0 technologies to make distance learning more analytical, flexible, interactive, and collaborative for both the teacher and the taught. This research paper has assessed the purpose of usage of social media tools, specifically Facebook, Blogs, Google groups, SkyDrive and Twitter by the students for academic purposes. Further, the relationship between usage of Facebook and academic performance of students has been tested statistically. The study reveals that majority of the students access various social media tools for information sharing and personal interaction. The academic performance of the students is independent of the use of Facebook as a social media tool for academic purpose.
Highlights
King et al (2001) have put forward a comprehensive definition of the concept of distance education after precisely defining distance learning as, “improved capabilities in knowledge and/or behaviours as a result of mediated experiences that are constrained by time and/or distance such that the learner does not share the same situation with what is being learned.” They define distance education as a “formalized instructional learning where the time/geographic situation constrains learning by not affording in-person contact between student and instructor
It aims to study the relationship that exists between the use of social networking websites for academic purposes and the academic performance of the students
This will help in determining the feasibility of using e-enabled resources (ICT’s) for enhancing the quality of the educational offerings in the Indian distance learning scenario
Summary
King et al (2001) have put forward a comprehensive definition of the concept of distance education after precisely defining distance learning as, “improved capabilities in knowledge and/or behaviours as a result of mediated experiences that are constrained by time and/or distance such that the learner does not share the same situation with what is being learned.” They define distance education as a “formalized instructional learning where the time/geographic situation constrains learning by not affording in-person contact between student and instructor. King et al (2001) have put forward a comprehensive definition of the concept of distance education after precisely defining distance learning as, “improved capabilities in knowledge and/or behaviours as a result of mediated experiences that are constrained by time and/or distance such that the learner does not share the same situation with what is being learned.”. They define distance education as a “formalized instructional learning where the time/geographic situation constrains learning by not affording in-person contact between student and instructor. In a survey done by Perris et al (2001), it has been pointed out that “distance education deemphasizes the role of teacher, or alternatively intends to impart such a role on the student (become an independent learner) that it becomes difficult task and is evident by students constant desire for face to face interaction.”
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