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Perception Of Undergraduate Students In Nigerian Universities About Whatsapp Social Media As A Teaching And Learning Tool
[A STUDY OF FOUNTAIN UNIVERSITY AND OSUN STATE UNIVERSITY]
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CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Internet
technologies have impacted how individuals generate and distribute
knowledge, as well as the nature of social media communication, during
the previous few decades (Aburub & Alnawas, 2019). According to
Alasmari & Zhang (2019), social media is getting more popular among
the young and old as a result of its ability to address people's
socialization demands. As a result, they have successfully changed
users' interaction processes and have become a significant component in
teaching and learning processes (Bere & Ramber, 2016). According to
Bansal and Joshi (2014), students are surrounded by social media
platforms such as WhatsApp (an instant messaging tool), which influences
their communication dynamics and modifies their teaching and learning
processes. WhatsApp, according to Embi (2016), is a social media tool
that facilitates interaction between people and groups, offers a variety
of social feedback alternatives, and aids in the construction of
tangled social relationships. In other words, WhatsApp supports both
synchronous and asynchronous communication. WhatsApp, according to
El-Messiry (2016), is a social network that allows for quick
communication. Considering communication is at the heart of educational
activities, this suggests that the platform may be utilized to promote
education. In other words, WhatsApp provides a route for teachers to
communicate with students in a more timely and seamless communication
(Deshen, 2014). It can also help students communicate more effectively
and provide a new learning communication. Furthermore, according to Lin
(2015), WhatsApp is a discussion tool that provides a good setting for
online interactions, in which teachers may present various topics to
engage learners in the discussion or to think through and gather
opinions on any subject. Educators may use the platform to extend their
teaching and learning to students after they leave class.
Furthermore,
Cano (2014) stated that WhatsApp, as a mobile learning tool, allows for
greater kinds of inclusion because learners are all different; some are
more extroverted, while others are more introverted, and some have
visual and other hearing issues (Infante, 2011). In any case, WhatsApp
makes it easier for more introverted students to participate. Those who
can express themselves well in writing have more self-assurance. Those
with visual impairments can use voice messages to get the information.
Hearing impaired people can read the entire article and upload a video
that can be interpreted by a sign interpreter (Ogundare, 2017). This
tool is extremely beneficial to attention deficit students since they
may read or hear the material, pause or go on, and repeat it as many
times as they like (Oliveira, 2013).
Additionally, WhatsApp is an
excellent tool for motivating and stimulating students. Involving
students in the teaching-learning process is critical to achieving both
the curriculum's and students' personal objectives (Besel, 2018). When
asking questions or discussing interests, students might feel more at
ease using WhatsApp than they would in a face-to-face lesson. In view of
the above, , the purpose of this study is to examine WhatsApp as a
social media tool for teaching and learning in Nigerian tertiary
institutions.
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ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the perception of undergraduate students in Nigerian universities about whatsapp social media as a teaching and learning tool using UNILAG as a case study. Specifically, the study examined the perception of undergraduate student on if Whatsapp promotes effective online teaching and learning process. The study also evaluate the perception of undergraduate students on if Whatsapp allows learners and instructors to interact effectively. The study further Identi ... Continue reading---
