Framework For Integration Of Social Media For Collaborative Learning In Institutions Of Higher Learning In Kenya

The increasing advancement in technology is creating new opportunities that can be incorporated in learning especially in institutions of higher learning. Majority of stakeholders in the institutions of higher learning, preferably the lecturers and students possess smartphones and computers as well as active social media accounts. The increased usage of social media coupled with the necessity to interact with people all over other would is posing a challenge to integrate social media into learning, that will enrich the formal learning happening in institutions of higher learning. This integration is of great importance especially during challenging and difficult times as witnessed during the Covid-19 period that saw learning come to a standstill for more than six months. Therefore, this study sought to suggest and come up with a framework for social media integration in collaborative learning, that allows learners to interact with others and tutors all over the world in sharing learning content. The study was guided by several theories that support adoption of information systems and technology among users, notably, Technology Acceptance Model (TAM), TOE Framework Model and UTAUT Model. The study employed descriptive survey research design. The target population was all the 11 institutions of higher learning in Meru County. The total number of respondents was 150 including student representatives and lecturers. Stratified sampling was used to select 108 respondents to participate in the study. Structured questionnaires were used to collect the data for analysis. Descriptive and inferential statistics were employed in data analysis. The findings of the study indicated that the institutions of higher learning allow access to social media sites using the institution’s resources but there is no specific policy on social media usage. The study also established that institutions of higher learning have reliable Internet but limited computer resources based on 80% of the respondents. Social media exposure was found to be high based on social media accounts possessed by respondents and the frequency of usage. The regression model adopted in this study indicated that the independent variables explain 93.8% of the variations in collaborative learning. The study concluded that there is positive and significant relationship between institutional governance, technological infrastructure, and social media usage/exposure on collaborative learning. Thus, a framework for social media integration would be a success considering the relationship of the independent variables. The study recommends that, administration should have a general and favourable policy regarding technology usage as well as encourage students to share learning content via social media. Further research can be undertaken to identify challenges facing information system adoption in universities.