Leveraging Social Media in Higher Education: A Case of Universities in Uganda

Drake Patrick Mirembe 1 , Jude T. Lubega 2  and Martha Kibukamusoke 2
  • 1 College of Computing and Information Sciences, Makerere University
  • 2 Uganda Technology and Management University (UTAMU), , Uganda

Abstract

Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student’s use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • 1. Aghazamani, A. (2010). How do University Students Spend Their Time on Facebook? An Exploratory Study. Journal of American Science, 6, 730-735.

  • 2. Al-Samarraie, H., Teo, T., & Abbas, M. (2013). Can structured representation enhance students’ thinking skills for better understanding of E-learning content? Computers and Education, 69, 463-473. http://dx.doi.org/10.1016/j.compedu.2013.07.038

  • 3. Apeanti, W. O., & Danso, E. D. (2014). Students’ Use of Social Media in Higher Education in Ghana. Innovative Journal, 3(1), 3-9.

  • 4. Calli, L., Balcikanli, C., Calli, F., Cebeci, H. I., & Seymen, O, F. (2013). Identifying factors that contribute to the satisfaction of students in e-learning. Turkish Online Journal of Distance Education, 14(1), 85-101.

  • 5. Capece, G., & Campisi, D. (2013). User satisfaction affecting the acceptance of an e-learning platform as a mean for the development of the human capital. Behaviour & Information Technology, 32(4), 335-343. http://dx.doi.org/10.1080/0144929X.2011.630417

  • 6. Cappel, J. J., & Hayen, R, L. (2004). Evaluating e-learning: A case study. Journal of Computer Information Systems, 44(4), 49-56.

  • 7. Davis, C. H. F., Canche, M. S. G., Deil-Amen, R., & Rios-Aguilar, C. (2012). Social Media in Higher Education: A Literature Review and Research Directions. Arizona: The Center for the Study of Higher Education at the University of Arizona and Claremont Graduate University.

  • 8. Deng, L., & Tavares, N, J. (2013). From Moodle to Facebook: Exploring Students’ Motivation and Experiences in Online Communities. Computers and Education, 68, 167-176.

  • 9. Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & education, 56(2), 441–451.

  • 10. De Wever, B., Hämäläinen, R., Voet, M., & Gielen, M. (2015). A wiki task for first-year university students: The effect of scripting students’ collaboration. The Internet and Higher Education, 25, 37–44.

  • 11. Dzvapatsva, G. P., Mitrovic, Z., & Dietrich, A. D. (2014). Use of social media platforms for improving academic performance at Further Education and Training Colleges. South African Journal of Information Management, 16(1).

  • 12. Griesemer, J. A. (2014). Using social media to enhance students’ learning experience. Quality approaches in higher education, 1(3), 8-11.

  • 13. Inayatullah, S. (2017). Teaching and Learning in Disruptive Futures: Automation, Universal Basic Income, and Our Jobless Futures. Knowledge Futures: Interdisciplinary Journal of Futures Studies, 1(1).

  • 14. Manuel, C. (2014). The impact of the internet on society: A global perspective. MIT Technology review.

  • 15. Menkhoff, T., Chay, Y. W., Bengtsson, M. L., Woodard, C. J., & Gan, B. (2014). Incorporating microblogging (“tweeting”) in higher education: lessons learnt in a Knowledge Management Course. Computers in Human Behavior.

  • 16. Mirembe, D. (2015). The threat nets approach to information system security risk analysis. Groningen: University of Groningen, SOM research school.

  • 17. Musah, A. (2015). Social Media Network Participation and Academic Performance in Senior High Schools in Ghana. Jeffrey Mingle Lancaster University Ghana.

  • 18. Osborne, N. (2011, December 20). Using social media in education, Part 1. Opportunity, Risk and Policy. IBM [Blog post]. Retrieved from https://www.ibm.com/developerworks/library/wa-ind-educ-social-media1/

  • 19. Rosli, M. S., Saleh, S. N., Aris, B., Ahmad, M. H., Seijzi, A. A., & Shamsudin, N. A. (2015). E-Learning and social media motivation factor model.

  • 20. Schroeder, J., & Greenbowe, T. J. (2009). The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory. Innovate: Journal of Online Education, 5(4), 1–7.

  • 21. Senthil-Kumaran, V., & Sankar, A. (2013). Study of personalization in E-learning. International Review on Computers and Software, 8(5), 1209-1217.

  • 22. Soares, D. A. (2008). Understanding class blogs as a tool for language development. Language Teaching Research, 12(4), 517–533.

  • 23. Terrell, J., Richardson, J., Hamilton, M. (2011). Using Web 2.0 to teach Web 2.0: a case study in aligning teaching, learning and assessment with professional practice. Australasian Journal of Educational Technology, 27(Special issue), 846–862.

  • 24. Terry, H. (2017). The impact of social medi on history education: a view from England.

  • 25. Tiene, C. D. (2000). Online Discussions: A Survey of Advantages and Disadvantages Compared to Face-to-Face Discussions. Journal of Educational Multimedia and Hypermedia, 9(4), 371-384.

  • 26. Wheeler, S. (2010). Open content, open learning 2.0: using wikis and blogs in higher education. In U-D. Ehlers & E. Schneckenberg (Eds.), Changing cultures in higher education: Moving ahead to future learning (pp. 103–114). Heidelberg: Springer Berlin.

  • 27. Yunus, M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The Use of Information and Communication Technology in Teaching ESL Writing Skills. English Language Teaching, 6(7), 1-8.

OPEN ACCESS

Journal + Issues

Search