INTRODUCTION
The
internet as opined by Sadiku, Omotoso,
and Musa (2019) has rapidly evolved from being merely an information-sharing
platform to a social networking platform used by individuals to share content,
opinions, and information. Edosomwan et al. (2011)
posited that these social networks are a global phenomenon that has
revolutionized how people interact with each other. Its spark affects
completely every aspect of our life: communication, employment, politics,
healthcare, social relationships, personal productivity, businesses and most
importantly, education and learning (Sadiku, Omotoso, and Musa, 2019). This dispensation as opined by Mojaye (2015) is also witnessing how technology changes the
way formal learning takes place with laptops in the classroom, iPhone
applications, and online course offerings. It can no longer be argued that
these technologies do not exist or that they are not widely used. However, as
cited by Mojaye (2015) questions that remain
unanswered are: do these technologies actually enhance learning and do students
believe that they are appropriate forms of communication for use in a
university setting?
Boulton, and Lucas, (2008) opined that the
highly interactive social setting and operational freedom of universities have
stimulated creativity that has made them one of the great entrepreneurial
centers of the modern world. They are one of the fundamental agents that have
made that world possible. According to Alemu (2018),
university is a higher learning institution that brings men and women to a high
level of intellectual development in the arts and science, and the traditional
professional disciplines, and promotes high-level research. It also signifies a
community of persons engaged in study and research. As a result, all relevant
stakeholders involved in higher education have made tremendous efforts to
ensure the adoption of ICT in their university education system. According to a
report published by the United Nations Educational, Scientific and Cultural
Organization (UNESCO) Institute for Statistics (2013), governments and
university managements globally have heavily invested in adopting information
technology in their education systems. The advancement in ICT led to the
emergence of Social Networking Sites (SNS) on which social networks are built
on. These technologies which social networks are a
leading facet have introduced new techniques of teaching and conducting
research and have enhanced research and online learning collaboration. This is
because its attribute reflects a highly connected, collective and creative
application that is flexible and suitable for learning. Social networks are
currently being used regularly by millions of students in universities.
With
the rapid growth of the internet and ease of access to internet facilities, it
is obvious that there is consistent evolution and dominance of the use of
social networks by younger people which the greater percentage of them fall
among students of higher education. It has become a habit among students to
always access social networks since a majority of them have an account in more
than one social network. Social networks (SNs) are created in such a way that
people can interact, collaborate on a virtual platform. This was emphasized in
Castro-Remero’s (2015) work. The researcher posited
that social media emerged with the potential of “social software” to increase
dialogue, collaboration, networking, and help establish social relationships
based on common goals and interests. He went further to list some essential
characteristics of social media which include participation, openness,
conversation, community and connectedness. Among the several characteristics of
social networking platforms listed above, participatory culture plays a
prominent role in collaborative learning. Giaccardi
(2012) opined that the widespread presence of social networks provides a
platform for information exchange both in the public and closed domain, as well
as development of peer activities which promote and legitimize participation.
The
demand to think and work together on issues is on the increase. There is a
shift of emphasis from individual efforts to group work, from independence to
community. Certainly, it is remarkable to state the obvious that human beings
are wired to demand joint effort in their quest to achieve greater goals. According
to Hernández-Sellés, González-Sanmamed
and Muñoz-Carril (2014) it is evident that human
beings join communities in an attempt to reach certain goals or ideas. Hernández-Sellés, González-Sanmamed and
Muñoz-Carril opined that the relationships that make
the group stay together are established to a large extent by the interaction
required to pursue common goals. In the case of learning communities, it is to
achieve the learning objectives. The progressive nature of learning requires
connectivity and cooperation to gain the most of it. Laal
and Laal (2012) opined that collaboration has become
a twenty-first-century trend. Though learning has been formalized, it still
retains its collaborative aspect.
Collaborative
learning has received much attention from researchers and scholars. For
example, Laal and Laal
(2012) posited that collaborative learning represents a significant shift away
from the typical teacher-centered or lecture-centered milieu in classrooms. In
collaborative classrooms, the lecturing/listening/note-taking process may not
disappear entirely, but it lives alongside other processes that are based on
students’ discussion and active work with the course material. Junco (2012)
opined that the interest in higher education has shifted from the concentration
on knowledge skills to highlighting long learning in terms of skills. According
to Junco team learning process allows individual participants to engage in
discussion, take responsibility for their learning, and thus become critical
thinkers. Proponents of collaborative learning as cited by Laal
and Laal (2012) claim that the active exchange of
ideas within small groups not only increases interest among the participants
but also promotes critical thinking. That process of thinking, talking and
sharing ideas on a particular concept is when the actual learning happens.
In
simple terms as posited by Chandra (2015), collaborative learning is an
educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product.The
main characteristics of collaborative learning as opined by Chandra (2015) are
a common task or activity, small group learning, cooperative behavior,
interdependence, and individual responsibility and accountability.
Students
use social networks for several reasons which include interaction,
socialization, selling and buying, and entertainment purposes but, research has
proven that most students of tertiary education also use social networks for generating
and sharing knowledge, collaborative learning and other academic works. Arjun and Juna (2015) said that
social networks have helped many students to acquire and share knowledge from
one another over the internet without necessarily having to meet physically. Musiał and Kazienko P.
(2012) opined that since 1967, social networks have become one of the research
areas where scientists from different fields are looking for inspiration.
Through the use of social networks in the context of learning, Al-Rahmi and Zeki (2016) believe
that higher school students will have positive tendencies to appreciate
creative work, support toward peer alumni, and have mutual support with the
school.
The
utilization of social networks by students has been extensively increasing and
they have caught the attention of academics globally. Manjunatha
(2013) opined that social networks are now being investigated by numerous
social science researchers and an increasing number of social scientists are
developing an interest in studying the use of social networks because of their
impact on the learning process and academic performance of students and the
society as a whole. Users can share thoughts, curate
content, upload photos and videos, form groups based
on interests, and participate in lively discussions. Interactive social
networks play a significant role in peer interaction among students which if
properly harnessed into collaborative learning can lead to better academic
achievement. Most of the platforms are built
around the user and everything important to their area of interest.
A
lot of criticism has been leveled at social networks and the effect it has on
the way students process and retain information, as well as how distracting
they can be. According to Sadiku, Omotoso,
and Musa (2019),their study has shown that the use of
social networks among students, particularly in Africa, constitutes
distractions because students tend to spend a good deal of time on the
networks. In the past, some regarded social networking as a distraction which
offered no educational benefit for students at all levels. However, Ekeh, Omekwu and Odoh (2014) opined that social network offers plenty of
opportunities for learning and interacting, and if you take a moment to think
about it, it is not too hard to see how students benefit from using social
networks. According to Bright Quest Team (2013) as younger generations use such
technology in learning, they remake the educational landscape. Students are
experiencing the world through more than just books and assignments; they are
learning and adapting to the world using a relatively new form of communication
known as social networks (Ekeh, Omekwu
and Odoh 2014). In a world where connections are
important, graduates are coming into the workplace with a lot to offer. According to Lockyer and Patterson
(2008), social networks are created for students, striving at improving both
collaborative study and social interactions. Their research uncovers that
creating social networking tools as part of traditional learning tools will
attract students and may motivate their participation within the learning
process. In other similar studies, a social bookmark posting tool, a blogging
service, or wiki software are acquainted with engaging students in
collaborative projects and encourage creating, editing, and speaking about
content.
Today, students are highly influenced by social networks. A
student can have multiple profile accounts on different social networks. They
also create or join online social network groups that meet their specific
interests or needs of theirs. In most cases, members of a class create a group
where the entire members will have access to information related to their class
or their academic works. Some also create a special group where selected
members meet to discuss academic works like assignments, projects, course works
and even proposals and project defense. For instance, the researcher interacted
with some Library and
Information Science students of the University of Nigeria, Nsukka (UNN) while carrying out the research. The
researcher discovered that most of the students form groups among themselvesand
create a social network group, especially a group WhatsApp
page where they interact, collaborate in solving assignments, share materials,
discuss past lectures and materials, etc. According to them, it has benefited
them so much. They can easily share and access materials, interact and discuss
questions raised in the group, build friendship, carry out group works and
assignments.
Educators also create these groups online where several
academic activities including assessments are conducted. For instance,
lecturers create Google classrooms, WhatsApp groups
and other related social networks for their students. This help lecturers
communicate and organize academic activities to their students online for
enhanced collaborative learning.
Statement of the Problem
The
growth and popularity of social networks have generated concerns among
university authorities, communication experts and researchers about its
influence, benefits and potential risk facing undergraduates as they engage in
online social networks in catering for their social and information needs. In
the current technological environment as opined by Alshammari,
Ali, and Rosli, (2015) with huge innovation taking
place, a new comprehensive learning method is essential for students to support
the rapid development phase and improvise the existing method. Social networks
are widely known for their socializing aspects. However, its ability as a
learning tool in an innovative, modernized and collaborative approach is not
widely known.
With
the rate of information explosion, a conventional classroom setting might not
be able to supply students with all the necessary information needed. If nothing
is done, there will be a gap between existing information and what the students
learn, therefore the need for alternative means of sourcing information and
learning as well. In social networking, collaborative learning and information
sharing happen without much restriction when properly harnessed.
Therefore,
the finding and results of this study will be used in improving the utilization
of different types of social networks in enhancing collaborative learning among
Library and Information Science students in Southeast Nigeria.
Purpose of the Study
The
main aim of the study is to investigate the utilization of social networks for
enhanced collaborative learning among Library and Information Science (LIS)
students in Federal Universities in Southeast Nigeria. Specifically, the study
will:
1.
Determine
the different social networks required by LIS students for enhanced
collaborative learning.
2.
Identify
the collaborative learning activities practiced by Library and Information
Science students.
3.
Examine
the extent to which LIS students of federal universities in Southeast Nigeria
use the different categories of social networks for enhanced collaborative
learning.
4.
Determine
the extent to which these social networks used by Library and
InformationScience students of federal universities in Southeast Nigeria
contributes to enhance collaborative learning.
5.
Identify
the challenges associated with the utilization of social networks among Library
and Information Science students in federal universities in Southeast Nigeria.
6.
Find
out strategies for ameliorating the challenges encountered in the utilization
of social networks by LIS students of federal universities in Southeast
Nigeria.
Research questions
The
following research questions were formulated to guide the research. They are as
follows:
1.
What
are the different social networks required by LIS students for collaborative
learning?
2.
What
are the collaborative learning activities LIS students’ practices?
3.
What
is the extent of utilization of social networks for enhanced collaborative
learning by LIS students of federal universities in Southeast Nigeria?
4.
To
what extent do social networks contribute to enhancing collaborative learning
among LIS students of federal universities in Southeast Nigeria?
5.
What
are the challenges associated with the utilization of social networks for
collaborative learning by LIS students of federal universities in Southeast
Nigeria?
6.
What
are the strategies to improve the use of social networks for enhanced
collaborative learning among LIS students of federal universities in Southeast
Nigeria?
Significance of the
Study
This research work is expected to be
beneficial to university administrators, students of tertiary institutions,
library and information science schools/departments and students, library
institutions, researchers, and distant learning institutions. University
administrators will benefit from the results of this study as the study would
reveal students’ use of social networks and how it contributes to enhancing
collaborative learning among university students. This can boost their academic
performance and encourage teamwork in the learning process. This will help the
university administrators to strategize on how to include social networking
sites as a learning tool in universities. The study will also serve as a
working tool in harnessing the potential of social networks for quick, seamless
and reliable information delivery. Also, this work will be of immense benefit
to researchers as it will be an addition to existing works of literature and
shall add to the available academic kinds of literature on social networking
sites. Distant learners will find this work useful as it will enlighten them on
the benefits of social networks in connecting with their mates for
collaborative learning purposes. From their diverse locations, they can be
connected to carry out academic activities without restriction.
REVIEW OF LITERATURE
The
utilization of social networks as opined by Valdez, Cayaban, et al. (2020) has
greatly shown an unlimited influence on a
student’s general lifestyle. Social networks are widely used among college
students and are beneficial to them because as Robins-Bell (2008) opined, that
they can gather students from all over the world to mingle in one virtual
world. A similar study by Karpinski and Duberstein
(2009) agreed that students spend, on average, 1–2 h a day on social
networks for educational purposes. In this respect, a study on social networks
and learning by Greenhow (2011) stated
that students listed learning as a top priority when utilizing social networks.
On
the reason why library and information science students make use of social
networks, Al-Mukhaini, Al-Qayoudhi
and Al-Badi (2014) found out in their research work
titled Adoption of Social Networking in Education: A Study of the Use of Social
Networks by Higher Education Students in Oman, that majority of students tend
to visit social networks for entertainment which is how they enjoy their time
after class. In addition, they tend to use these platforms because they provide
an effective and comfortable way of learning and for the flexibility of being
able to spend time on these websites. However, Al-Mukhaini,
Al-Qayoudhi and Al-Badi
(2014) discovered that some of the students believe that visiting social
networks is important because they build connections between students and
professionals. Another reason as observed by Al-Mukhaini,
Al-Qayoudhi and Al-Badi
(2014) is that traditional styles of learning provide very little information
on the study topics, which forces students to shift to social networking tools
to meet their educational needs. Lastly, a few students responded that their
reason for using social networks was because their classmates were using them.
They reported that 78% of the students believe that the way of teaching should
change to online learning by using different social network tools.
Valdez et al (2020) researched to
find out the utilization of social networks, their perceived benefits and their
potential for improving the study habits of nursing students in five countries.
The result showed that the percentage distribution of the extent to which
social networks were utilized as a means of communication for educational
purposes among nursing students in the five countries showed that the majority
of nursing students slightly utilized SNs in terms of their accessibility (61.3%)
and moderately utilized them in terms of usability (60.2%). The distribution
also showed that most of them moderately utilized SNs in terms of their
efficiency (45.2%) and reliability (46.8%). From their findings, it can be
deduced that there is a significant positive correlation between students’
study habits and the extent of social network utilization. This means that the
more students devote themselves to their study habits, the higher the level of
social network utilization. Furthermore, Valdez et al (2020) in their study
also identified that the students moderately perceived the utilization and
benefits of social networks, taking into account accessibility, usability,
efficiency and reliability
A similar study carried out by Adebayo (2015)
to discover the Awareness and Usage of Social Network by Students of Library
and Information Science revealed that LIS students have various purposes for
using social networks. Among 228 of 240 respondents which formed 95% of their
total population, the highest percentage of the students, 214 (93.8%) use
social networks to connect with friends. This was followed by another
significant percentage of respondents, 173 (75.9%)who
use social networks for academic and research purposes. 112 (49.1%) respondents
claimed to use social networking sites for leisure/entertainment. They
concluded that the library and information science students have knowledge of
social networks and they make use of social networks to maintain social
contacts with friends/relatives and for academic purposes.
On the level of utilization of social
networks, Ansari and Nazim
(2016)revealed the satisfaction level of library and
information science students. According to their research, 43% of their
respondents effectively utilized social networks for the search of content on
social networking tools. It was further seen that 40% of respondents used them
very effectively, while 34 (10%) respondents were neutral in their remarks.
Devi (2020) researched on the use of social networks by LIS research scholars of Gauhati University. The total population used for the
research was 25 LIS students. Out of 25 LIS scholars, 60% use social networks
daily. On the purpose LIS students use social networks, the research revealed
that 25 LIS scholars disseminate academic information through social networks,
21 use it for chatting, 17 scholars use it to disseminate general information, 20 use it for entertainment and 11 usesocial networks for
other reasons. The research findings revealed that social networks can be used
by LIS students as an effective way of accessing information and knowledge for
their research and academic purpose.
A
survey on adoption of social network in
education: A Study of the Use of Social Networks by Higher Education Students
in Oman
carried out by Al-Mukhaini, Al-Qayoudhi
and Al-Badi (2014) showed that the flexibility and
availability of social networks had a positive impact on 84% of the LIS
students used as their respondent, and 63% of them improved their communication
skills by using social networks. Moreover, Al-Mukhaini,
Al-Qayoudhi and Al-Badi
(2014) opined that the highest percentage of students (88%),
stated that they had gained more technological skills that relate to the
profession of library and information science through the use of SNs. Most of
the students agreed that there were many other positive impacts of social
networks in education, such as confident interaction between members,
encouraging group work, and sharing many ideas and beliefs.
Moreover,
Ajibade, Shamsuddin and
Ahmad (2017) conducted an Analysis of Social Networks in Collaborative Learning
on Knowledge Construction and Social Interaction of Students. Their study
revealed that 53.5% of their correspondents accept that social network
increases knowledge sharing while 13.3% said that it improves information
exchange. Yet another 13.3% mentioned that social network improves learning
outcomes and another 13.3% agreed that it facilitates social interaction while
6.7% said that social network facilitates discussion via discussion forums. Moreover,
Ajibade, Shamsuddin and
Ahmad (2017) study further revealed that 13.3% of the respondents said the
perceived advantage of using the social network for collaborative learning is
that it enhances the exchange of information and another 13.3% said that it
facilitates collaborative learning. 33.3% of the respondents agreed that it
improves social interaction while 40% of them said it enhances discussions in
discussion forums.
Sarwar, Zulfiqar,
Aziz, (2018) carried out a research to find out the usage of social network
tools for collaborative learning: The Effect on Learning Success with the
Moderating Role of Cyberbullying. Their findings indicate that perceived
usefulness, perceived ease of use, and perceived enjoyment have a significant
positive relationship with social media usage. Sarwar, Zulfiqar,
Aziz, (2018) results show that social media has gained popularity
among people because of its convenience and worldwide usage. Students also
enjoy social media and use it for community building, resource sharing, and
collaborative work. Similarly, in Sarwar, Zulfiqar,
Aziz, (2018) there was found a significant positive relationship
between perceived usefulness and collaborative learning; social media usage and
collaborative learning; social media usage and learner performance; and
collaborative learning and learner performance. The results of their study
indicate that social media or social networking site serves as a dynamic tool
to facilitate the development of learning environments by encouraging
collaboration and articulation among students. Using communication media
enables the students to enhance healthy class discussions, student engagement,
and peer-integration.
A
study by Stollak, Vandenberg, Burklund
and Weiss (2011) demonstrates that students’ grades can be affected negatively
by using social networking tools and visiting lots of sites. A questionnaire
was used in this study to verify this. It revealed that 63% of students get
high grades because they spend less time using the web. Thus, spending more
time on social networks appears to result in the lowering of student grades.
In
another empirical investigation on the use of social networks in four
universities in the UK involving 76 questionnaire participants and 14
interviews with students, Jones, Blackey, Fitzgibbon,
and Chew (2010) found out that five challenges of social software for learning
are: separation of life and studying; originality and copyright issues; a sense
of information flooded; time constraint, and lecturers are not up-to-date and
may not know how to integrate and make use of social software.
Al-Rahmi, Othman,
and Yusuf (2015) carried out research on the Role of Social Network for
Collaborative Learning to Improve Academic Performance of Students and
Researchers. Al-Rahmi, Othman, and Yusuf (2015)
findings revealed that collaborative learning is positively and significantly
related to the academic performance of students and researchers and thus
supporting their hypothesis (H9) that proposed a significant relationship
between collaborative learning and academic performance of students and researchers.
Nevertheless,
Scager, et al (2016) opined
that empirical research on small group and project-enhanced learning has shown
that there are many problems in the promotion of high-level learning processes
in collaborative projects. It has been found, for example, that individual
learners may not share the responsibility for joint goals. Notwithstanding, in
their findings on the use of social networks for knowledge construction, Ajibade, Shamsuddin and Ahmad
(2017) discovered that 6.7% of their respondent use YouTube to enhance
collaborative learning while 26.7% said they use email to enhance collaborative
learning. 40% mentioned that they use Facebook while 13.3% of the respondents
said they used blogposts. Another 13.3% claimed that they use Google+. This
indicates that different categories of social networking sites serve as a
necessary tool for student enhanced collaborative learning.
A study involving the quality of student’s
involvement in collaborative learning in a group of college educational
psychology students carried out by Peterson and Miller (2004) as cited by Ching (2013) suggest that the overall quality of the
experience was greater during collaborative learning than the conventional
teacher-student learning method. Ching went further
to say that benefits occurred specifically for thinking on task, student
engagement, perceptions of task importance, and optimal levels of challenge and
skill.
Moran, Seaman, and Tinti-Kane
(2011) in their work titledTeaching, Learning, and Sharing: How Today's Higher
Education Faculty Use Social Media found out that many are concerned with
social network privacy and integrity. Research, as carried out by Ching and Lee (2012), shows that 80% of users reported a
lack of integrity of students’ submissions while, over 70% say privacy concerns
are very important barriers. Ultimately, social networks facilitate information
sharing, knowledge management, and foster collaboration within and between
organizations. However, careful monitoring is needed.
RESEARCH METHODOLOGY
The study adopted a descriptive survey
because it is employed in studies designed to investigate the pattern
characteristic of a population. According to Nworgu
(2015), descriptive studies are those studies that aim at collecting data on
and describing systematically the characteristics, features or facts about a
given population. The population consists of the undergraduate students and academic
staff of the Department of Library and Information Science in federal
universities in Southeast Nigeria. This is for accurate and effective sample
and sampling. First is the purposive sampling technique. This enables the
researcher to sample the universities that were used for this research.
Among five federal universities in Southeast
Nigeria, three were chosen. The reason is that only three of the five
universities offer Library and Information Science and according to Nworgu (2015), purposive sampling is used when specific
elements which satisfy some predetermined criteria are selected. In this case,federal universities in Southeast Nigeria that are offering
Library and Information Science. The three universities are as follows:
University of Nigeria Nsukka (UNN), in Enugu State, Nnamdi Azikiwe University (NAU),
in Awka, Anambra State,
Michael Okpara University of Agriculture (MOUA), in Umudike, Abia State.
Furthermore, the research also adopted a
proportionate stratified technique method. According to Nworgu
(2015), proportionate stratified random sampling ensures greater
representativeness of the sample relative to the population and guarantees that
minority constituents of the population are represented in the sample. The
sample size was proportionately stratified thus: UNN 48% which is equal to 167
respondents, MOUA 27% which is equal to 94 respondents, and NAU 25% which is
equal to 87 respondents. The sample size was 399 lecturers and students, which
is made up of 348 undergraduates and 51 lecturers of the Department of Library
and Information Science in the three federal universities in Southeast,
Nigeria. The sample of 348 undergraduates corresponds with the sample size
recommendations by Mole (2019). However, the entire lecturers were studied since
the population size is small and accessible. This is also in accordance with
the recommendation of Mole (2019).
A questionnaire was used for data collection
in this study. The questionnaire was structured to reflect the research
questions based on the review of related literature. It was titled Utilizations
of Social Network for Enhanced Collaborative Learning Questionnaire
(USONECOLQ). The instrument was self-developed and structured. The instrument
was in two sections: section A was used to gather information on the
demographic characteristics of the participants while section B was for the
research proper. It was divided into seven clusters with regard to questions
raised in the research questions of the study, and it had about 115 items.
The data generated from the questionnaire
were analyzed using simple percentages and mean. The opinions gathered through
the literature review were used to validate the opinions in the questionnaire.
A rating scale was used to determine the mean scores of the respondents in
section B, clusters 3, 4, 5, 6, and 7 of the questionnaires and the real limit
of numbers was used in taking decisions. The percentage was used in decidingthe
research question 1 and 2(a). The frequencies were converted to percentages for
clear understanding. Data collected from the questionnaires were analyzed
together for the three universities. A total number of 348 copies of
questionnaires were distributed to the undergraduates but 339 were properly
filled and returned. 51 were distributed to the lecturers but 42 were returned.
Data Analysis
SUMMARY OF MAJOR
FINDINGS
1.
From
the results, YouTube, WhatsApp, LinkedIn,
Academia.edu, ResearchGate, Zoom, SlideShare,
Facebook, Messenger, Telegram, Myspace, and others
were indicated as social networks required for collaborative learning among library
and information science students.
2.
A high percentage of the students indicated
that they practice all the collaborative learning activities listed. Evaluating
of lectures, carrying out group research, group meeting, working on shared
tasks like class assignments, workshops, completing shared task in a group,
information exchange activities, group reading, among others were highly
practiced by library and information science students.
3.
The
findings show that library and information science students of federal
universities in Southeast Nigeria utilize the required social networks for
enhanced collaborative learning.
4.
The
results showed that LIS students accepted that social networks contribute
immensely to collaborative learning practice. According to the results,
‘utilization of social networks makes communication quicker’ was the highest
contribution of social networks to collaborative learning, followed by ‘driving
motivation and connecting one to professionals in their field’.
5.
All
the suggested challenges were agreed to be associated with the utilization of
social networking platforms for collaborative learning. From the results,
information overload ranked the highest challenge associated with the use of
social networks for collaborative learning activities, followed by poor
internet facilities, harmful stomping ground for cyber bullies, and then
insecurity.
All the suggested approaches to improve the
utilization of social networking platforms for collaborative learning were
accepted. ‘Encouraging positive social interaction on the group platforms’
ranked the highest strategy in improving the use of social networks, followed
by ‘acknowledging the owners of content when used’, and ‘proper regulation of
the use of social network in classes’.
Implications of the
study
From
the research findings, the social network has been proven to be a veritable
source of direct response to the need of offering adequate information,
communication, dissemination, discussing and mobilizing vast quality of
information. According to Ansari, and Khan (2020) a social
network in academic institutions allows students to interact with their
mentors, access their course contents, customize and build students’
communities.The use of social networks has aided
the interconnectivity of students. They are embodied with tools such as forums,
wikis, and collaborative platforms that enable students to interact with each
other.
This
research has proved the inevitable contribution of social networks for enhanced
collaborative learning among library and information science students.
According to Selwyn (2012), social media and mobile devices allow the students
to create, edit and share the course contents in textual, video or audio forms.
These technological innovations give birth to a new kind of learning culture, learning
based on the principles of collective exploration and interaction.Efforts
should therefore be made to ensure the efficient use of it among the students.
Social
networks are being embraced and adopted overwhelmingly by students and research
scholars of academic institutions. According to Kolan
and Dzandza (2018), the answers to the causes of
flexible studies today across the globe might not be far-fetched from the great
contribution that social media platforms are providing when used judiciously.
RECOMMENDATIONS
1.
From
our major findings, social networks are required for collaborative learning
among LIS students and are becoming a trending learning environment and more
common in interaction among students. Educators and academic authorities should
be intentional in designing the tasks involved in making it a tool for
collaborative learning among undergraduate students.
2.
Library
and Information Science departments should direct the collaborative learning
program by setting the purpose, identifying specific outcomes, and assigning
various roles to the group members. Each member of a group should have a role
to ensure that all students are actively engaged. The pairing and grouping of
students should change continually to ensure that each student has the opportunity
to work with all members of the class.
3.
The
use of online networks for collaborative learning, interaction with
supervisors, lecturers, mentors and colleagues results in a more positive
student’s academic engagement which consequently affects academic performance.
Therefore, higher education authorities should provide such a platform that can
be included in their requirement in nurturing the student’s intellectual and
social skills.
4.
Since
Library and Information Science students have a favorable perception towards
the use of social networks in higher education, more especially in
collaborative learning, it is recommended that educators exploit social media
to the fullest to explore the varied opportunities and their prospects for a
better library service. Therefore, the researcher recommends that social
networks be added in the syllable and curriculum of Library and Information
Science studies since it is becoming more popular among library and information
science students as an academic tool.
5.
Institutions
of higher learning should with urgency improve the availability and
accessibility of school internet within the entire school environment. Social
network creators and administrators should protect users from harm associated
with the use of social networking platforms, without limiting their freedom of
access to information. Privacy and content creation policies should be taken
into cognizance.
CONCLUSION
There is an increased exploration in the
academic literature that the use of social networks and sites facilitate
collaborative learning. Generally, it is assumed that social networks and
technologies are designed for entertainment, chatting and friendship. Beyond
those, social networks if given due consideration and attention can be
productive in many things especially in building a positive academic
performance. It is essential to acknowledge that most if not every university
student nowadays adopts social networking platforms to interact with
colleagues, lecturers and also be in touch with old friends. Social network
also serves as a convenient source of transferring resources. In the present
era, the majority of university students have diversified social media
community groups like WhatsApp, and Facebook pages,
following different academic web pages to upgrade their knowledge. The result of this investigation confirmed that the
use of social media for collaborative learning purposes, interaction with
peers, and teaching is highly accepted and affects academic performance
positively. The implication of this is that at this moment,the
implementation of such tools would bring revolutionary, drastic changes in
higher education for intentional collaborative learning.
Funding:
This work is self Funded
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