The usage of social media for learning and teaching in the built environment: a perspective from students

Abstract

Advancement in information and communication technologies has led to the emergence of Social Media (SM). SM platforms are used to facilitate information sharing and learning. Literature shows that SM platforms have been associated with effective learning and improved student academic performance. Despite the recorded successes, the use of SM platforms to support students’ learning in built environment programmes has not been fully investigated. To address this knowledge gap, the current study examines the barriers and drivers encouraging the use of SM technologies to support learning and teaching in built environment programmes based on the perspective of university students. The data for the study were collected using semi-structured interviews and questionnaires. The mean score (MS) was used to analyse the quantitative data, while the qualitative data were analysed using thematic analysis. The top-two drivers for using SM technologies are the need for collaboration among students and compatibility with a twenty-first-century education. The top-two barriers to using SM platforms are the cost of internet subscriptions and the quality of internet services available in a particular location. The result shows that students are willing to incorporate elements of online learning. The research contributes to the current body of knowledge by highlighting the drivers and barriers to using SM to support learning. Moreover, the outcome of this study may guide administrators in higher institutions and other education policymakers, specifically for developing countries, to make informed decisions regarding integrating SM technologies into learning and teaching.