Abstract
ABSTRACTMuch of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.
Highlights
African international distance education and social mediaThere has been much debate in the popular global press, policy circles and academic fora on the potential for digital technologies to ‘alleviate’ the education ‘crisis’ in the global South, especially for those populations with least access to education
International distance education (IDE2) has been proposed as one way to expand access to Higher Education (HE), especially for those who face socio-economic disadvantage (Garrett 2016; UNESCO 2015), its ability to achieve such goals is coming under sustained scrutiny (Funes and Mackness 2018; Lee 2017; Prinsloo 2016)
By approaching social media as embedded within such complex wider worlds, our paper responds to Zhao’s (2017, 163) call ‘for more nuanced approaches to understanding international students’ lived experiences through the multiple ways they integrate digital media technologies like social media into their everyday lives.’. It is this issue of how International Distance Education (IDE) students actively negotiate their learning experience, through the medium of social media that forms the focus of this paper
Summary
There has been much debate in the popular global press, policy circles and academic fora on the potential for digital technologies to ‘alleviate’ the education ‘crisis’ in the global South, especially for those populations with least access to education. Whilst a growing range of case studies exist exploring social media and HE in the South African educational context, Ng’ambi et al (2016, 850) argue that there is still a need to further interrogate the ‘situated knowledge practices’ that students use to engage with social media for communication, expression and social action. By approaching social media as embedded within such complex wider worlds, our paper responds to Zhao’s (2017, 163) call ‘for more nuanced approaches to understanding international students’ lived experiences through the multiple ways they integrate digital media technologies like social media into their everyday lives.’ It is this issue of how IDE students actively negotiate their learning experience, through the medium of social media that forms the focus of this paper. Section six discusses the key implications of the case study for thinking about social media technologies and digital education more broadly
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
