Abstract
This study makes an original contribution to the literature on social media usage for learning purposes through the phenomenological approach of enquiry. It examined the general motivations for social media usage; how social media is used to meet academic needs; perceived academic benefits; and how social media usage disrupts studies. A total of 24 undergraduate students were engaged in rigorous focus group discussions. Results showed that social media has been adapted to suit the academic needs of users through the process of appropriation. It was found that although social media could be a viable platform for inter-university-collaborative-learning, respondents hardly engaged in that. It was suggested that students create inter-university social media groups for collaborative learning. There were accounts of negative implications of using social media, like addiction and distractions. Students must adopt tactics to handle distractions which could prove helpful in out-of-school settings like the workplace.
Highlights
Internet-enabled digital communications technologies, such as mobile phones, are considered disruptive technologies because they are creative and at the same time have displaced or chipped away how humans originally communicated or interacted, while at the same time shifting how organisations operate, [nearly] sweeping away the communications systems or habits they replace because of their noticeably superior features (Smith, 2020)
This study explored the experiences of using social media among a group of university students to achieve academic needs; the perceived benefits of using social media for learning purposes; as well as whether any disruptions occur while using social media for academic purposes
Study data was collected prior 2021, it speaks to Statistica’s publication to the effect that WhatsApp was the most popular social media platform used in Ghana as of January 2021
Summary
Internet-enabled digital communications technologies, such as mobile phones, are considered disruptive technologies because they are creative and at the same time have displaced or chipped away how humans originally communicated or interacted, while at the same time shifting how organisations operate, [nearly] sweeping away the communications systems or habits they replace because of their noticeably superior features (Smith, 2020). Digital communications technologies can be considered ubiquitous because they have become pervasive, permeating every facet of our lives. Their ubiquity is propelled by their ability to enable individuals, groups, or communities to communicate and participate for various purposes, including learning. The devices that house the various digitally enabled communications platforms are typically small and [sometimes] inexpensive and utilise telecommunication [internet] networks to connect people and devices locally and globally. These platforms are accessible and delivered in a manner appropriate to the location and context (Greenfield, 2010)
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