Social Networking Sites Mediated Course Reflections on Instructional Technology: A Case Study of Female Students at Women's University

https://doi.org/10.48185/tts.v4i2.836

Authors

  • Hazhar Ahmed
  • Shabana Kausar
  • Othman Mohammed University of Saba Region

Keywords:

Reflections, Social sites, instructional technology, female students, graduate and postgraduate level.

Abstract

This study investigates the efficacy of a Facebook-mediated online instructional technology program at Lahore Women's University. The researchers collected data from 45 students who participated in a one-month course on instructional technology via Facebook, along with their course comments and feedback. The results showed that students maintained their interest and acquired knowledge about teaching resources and computer programs that aligned with their comfort and interests. Facebook provided them with the freedom to converse with friends and discuss course materials without the pressure of strict deadlines. Social media platforms offer an effective means of facilitating international interactions, collaboration, and unstructured learning for both on-campus and off-campus students, thanks to their accessibility, affordability, and civic features. A significant number of female students strongly advocated for using Facebook as a platform for online teaching and learning due to its capacity to allow them to openly express and address their concerns while studying instructional technology. The report recommends leveraging social media platforms for instructional delivery, training, and collaborative endeavors, and encouraging universities to incorporate these channels into their academic calendars and activities.

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Published

2023-12-28

How to Cite

Ahmed, H. ., Kausar, S. ., & Mohammed, O. (2023). Social Networking Sites Mediated Course Reflections on Instructional Technology: A Case Study of Female Students at Women’s University. TESOL and Technology Studies, 4(2), 36–48. https://doi.org/10.48185/tts.v4i2.836

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Articles