Master's Degree In Media Studies

Master's Degree In Media Studies – Social media for accessing and disseminating information: Impact of the CCIDID-19 pandemic on collaborative learning driven by social media adoption.

During the CCID-19 outbreak, educational institutions were closed, and students around the world were confined to their homes. In educational environments, students rely on collaborative learning (CL) to improve their learning performance. The purpose of this study is to increase the understanding of social media adoption among students during the COVID-19 pandemic with the objective of CL. Social media provides a learning platform that allows students to easily interact with peers and academics, and is suitable for CL students. This study examines the critical concept of CL during the COVID-19 pandemic by examining social media use among higher education students. The relationship between social media use and student performance is important for understanding the role of social media during pandemics. This study is based on constructivist theory and technology adoption model. Structural equation modeling was used to analyze the conceptual model using SMART PLS. Research findings show that social media plays an important role during the pandemic as it provides opportunities for students to develop CL in the aforementioned situations. This course covers important theoretical and practical aspects.

Master's Degree In Media Studies

The outbreak of CCID-19 is an unprecedented event in history (Venkatesh, 2020) with unprecedented lockdowns in force across countries. ., 2017). Various governments have imposed restrictions on citizen movement, canceled social events, and ordered people to stay at home to prevent the spread of CCIDID-19 (Laato et al., 2020). Tragically, thousands of people have and will continue to experience the evils of CCIDID-19, including its disruptions (Dwivedi et al., 2020).

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COVID-19 has affected many aspects of life, such as medical, economic and educational (Li et al., 2020). Educational institutions were seen forced to close and students were forced to stay at home. This has led to a change in the day-to-day functioning of educational institutions. Due to the pandemic, there has been a digital boom in the higher education sector (Dwivedi et al., 2020). Colleges and universities canceled classes, and administrators struggled to convert courses to online form within days or weeks (McMurtrie, 2020). Educational institutions have created official websites and applications to effectively deliver this online content so that students can continue their education. Several organizations have developed “e-learning,” a web-based learning ecosystem for information delivery and communication to assist instructors in their transition to online learning (McMurtrie, 2020).

During the epidemic, people spent more time on social media (SM) practicing socialization. SM sites saw a 61% increase in web traffic compared to normal rates during the first three months of the COVID-19 outbreak. In the past, students have reported that adopting SM is motivated, in part, by the need to meet family, teachers, classmates, peers, and friends (Holmes, 2020). SM is a communication method that enables teachers and students to interact through a variety of online learning applications while adhering to the rules of social interaction (Vordos et al., 2020). Additionally, during CCIDID-19, the role of SM for educational purposes has become more important, as it enhances collaboration and brings collaboration opportunities to those who are beginning to use SM (Islam et al. ., 2020). SM tools enable teachers, students and educational institutions to adapt their teaching or learning methods to overcome the restrictions imposed by COVID-19. With the development of social networks and the increasing online presence of many educational institutions, students enjoy live broadcasting services through SM (e.g., Instagram, Facebook) in which they engage in regular discussions about current issues. I participate in and communicate with my peers or teachers through it. Online forums. (Abi-Rafeh et al., 2019; Abi-Rafeh and Azzi, 2020) Regarding teaching and learning objectives in the context of continuing education, researchers have investigated the integration of learning through SM in higher education curricula. (Almari et al., 2020).

Most Pakistanis are using SM for communication, work, educational purposes and entertainment. According to the Pakistan Telecommunication Authority (PTA), Internet traffic volume in the country has increased by 15 percent, with SM platforms accounting for the majority of this increase (Ramsha, 2020). Due to the ban on social gatherings, Pakistani users want to connect and interact on Instagram, Facebook, WhatsApp, YouTube and Twitter, as evidenced by the increase in the number of active users on all platforms during COVID-19. (Khan, 2020). Also, Facebook usage among Pakistani users increased from 2.8 to 6.94 percent in March and April 2020. As offices, schools and universities become more remote, the need for texting increases. WhatsApp, the most used messenger service in Pakistan, saw its usage increase by 23.5% during the same period at the beginning of the epidemic (Ramsha, 2020). Many educational institutions offer online classes using various applications, such as Zoom, WhatsApp, and Google Classroom (Adnan, 2020). According to a PTA report, video conference calls have increased fivefold during the COVID-19 pandemic. The data shows that on February 26, Zoom had 4,149 users, while on April 8, the number of users reached 84,469. Similarly, in 44 days, the number of users of the Zoom application increased from 5,404 to more than 23,000. . Ramsha, 2020). Figure 1 shows the impact of CCIDID-19 on the global education system. The traditional education system has been badly affected due to social disparity and other health related measures have been taken due to the global COVID-19 pandemic. However, online education systems have supported continuing education using already existing Internet technology. In this case, SM platforms provided an excellent learning platform for people to engage in discussions on learning topics among peers and students. Also, SM platforms have helped in learning some topics in relevant fields of study. Social media platforms provide an alternative means of face-to-face communication, which greatly helps students all over the world.

During the COVID-19 pandemic, many studies have been conducted in different research areas, including SM misinformation (Islam et al., 2020), information transmission (Chan et al., 2020), social interaction (Greenhow and Chapman, 2020) are included. knowledge creation (Krasnia et al., 2021), entrepreneurship education (Krishnamurthy, 2020), and sports (Lato et al., 2020). In contrast, research on the adoption of SM collaborative learning (CL) goals by students facing current CCIDID-19 challenges. Therefore, the main focus of this study is on the student community to adopt the use of SM platform for CL. Considering the literature gap, our study objectives were as follows:

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• To examine how students connect with their peers using SM during the COVID-19 period. Depending on the learning objectives, this study may open new opportunities to integrate SM into progressive learning and increase the interesting benefits of CL tools. We investigated how CL and perceived enjoyment (PE) can promote SM adoption and how users’ beliefs about technology, perceived ease of use (PEU) and perceived usefulness (PU) of SM. can interfere with the relationship between these factors. . The target population was limited to the Pakistani university student community. Based on Davies’ (1989) technology acceptance model (TAM) and Vygotsky’s (1978) constructivist theory (CT), this study contributes to the literature by examining student thinking and striving for acceptance of the SM model.

COVID-19 was first identified in Wuhan (Hubei Province, China) on December 8, 2019 (Khan et al., 2020). It first started spreading in China and soon spread all over the world. School closures due to the epidemic affected 890 million students in 114 countries, UNESCO said. Online learning has become the new normal for some students. However, this brought great problems. According to Almaya et al. (2020) online learning involves not only infrastructure issues but also other factors such as online learning system technology issues, change management issues, course design issues, self-service computing, and financial support issues. Considering social inequality in many countries, not all students have access to this type of education (UNESCO, 2020). More than 144 countries have closed educational institutions, affecting more than 67.7 percent of students worldwide. Some countries have closed educational institutions at the regional level, and if these closures were to occur at the national level, millions of other students would face difficulties in their education (UNESCO, 2020). The trend of social mobility has brought about rapid changes in the higher education landscape. Historically, collective learning environments have never transitioned from face-to-face to distance instruction using technology. Educational institutions have been forced to adopt new ways to operate and maintain communications using digital technology, and to completely adapt their educational models in response to the demands of the pandemic. Digital technologies are increasingly being used in the fields of business and education, and at the community level, the increased use of digital technologies allows people around the world to stay connected (Dwivedi et al., 2020).

The level of adoption of emerging technologies in the context of education is increasing rapidly. The widespread recognition of SM in education makes it important for teachers.

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