Social Networking Sites Stating Claim in Educational Practices While Losing the Battle to COVID-2019 and Onward Situations

Abstract

Since succumbing to the inevitable COVID-19 and its mutating variants, social networking sites have stated a claim in educational practices, causing academic institutions and educationalists to engage in these platforms for learning and teaching and adding to the qualities or abnormalities of their academic experiences. This study explores how social networking sites such as Facebook influence academic experiences and qualities among teachers and students. This study examines Facebook as a learning and teaching platform to determine its quality of education. This study reviews previous literature investigating the impacts of social networking sites and how such usage implicates or substantiates learning while maneuvering and functioning vicariously amid ongoing covid situations. Davis' Technology Acceptance Model is used as the theoretical grounding to show how adopting and accepting socially-oriented technologies like Facebook as a learning and teaching platform are persuaded by their perceived ease of usefulness and ease of use. The technology acceptance model will provide insight into the significance of students' educational engagements in social networking infrastructures and platforms for personal gain. However, because of students heightened presence and comfortability with usage and navigation of social networking sites, and being compelled into online-blended learning, the adoption of social networking sites for educational practices and procedures warrants investigation to determine the impacts of academic qualities. Limitations and future suggestions are discussed.