Title: Integration of social media technologies and applications to serve as blended approaches to traditional teaching and learning method: a case study of South African universities

Authors: Kenneth Nwanua Ohei

Addresses: Department of Applied Information Systems, School of Consumer Intelligence and Information Systems, University of Johannesburg, South Africa

Abstract: Assumption exists that the traditional method to teaching and learning may not be adequate to effectively address and improve student-centred learning outcomes, especially for those who are socially and technologically inclined. The importance of using audiovisual, graphic, technological objects and applications for teaching and learning calls for the integration of social media in education. Presently, tools, such as blogs, Wikis, YouTube, vodcast/podcast, Facebook, and Twitter have gained prominence in pedagogic context. It is now a recognised fact that merging social media technologies in teaching serve to bring both the institution and students closer. The purpose of this paper was to examine the effects and benefits of social media tools for better learning experiences and outcomes of students and whether social media tools should be incorporated as a blended approach to already existing method. A quantitative approach was used. The overall findings suggest that social media tools should be integrated in Higher Education Institute (HEI) as these tools are effective, useful will impact positively on education, although there are controversies arising from using such social media in education, namely human factors, security concerns, ethical and legal issues. Notwithstanding these concerns, social media tools offer HEI new approaches to teaching and learning.

Keywords: blended learning approach; social media; SM; academic learning experience; academic performance and outcomes; entertainment.

DOI: 10.1504/IJSMILE.2019.102174

International Journal of Social Media and Interactive Learning Environments, 2019 Vol.6 No.2, pp.150 - 167

Received: 14 Feb 2019
Accepted: 26 Apr 2019
Published online: 09 Sep 2019 *

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