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Source publication
The COVID-19 pandemic has changed the working of almost all the
organisations from physical to online mode, due to its social distancing norms.
Working in online mode requires a collaboration platform for sharing
documents, audio and video in real time. However, due to poor privacy barriers
and ignorance of participants, pranksters, fraudsters and...
Context in source publication
Context 1
... getting a request by the user to enter the online, a three-level entry check is proposed. As part of the framework, an access control mechanism has been proposed for the online collaboration and has been shown in Figure 5. At the first stage, nominee from the group of participants should check the credentials of requesting user ( Saxena et al., 2020). ...
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Citations
... These platforms place the learners or students at the centre of online activities and help in forming new creations, collaborations, and consumptions ( Kumar & Nanda, 2020 ). In particular, the emergence of Web 2.0 technologies has received growing popularity where students and learners are interconnected and can collaborate in varied forms of joint interactions ( Bhardwaj & Kumar, 2022 ). Despite the considerable contribution, some minorities of educationalists have related the emergence of "Web 2.0 transformation of learning" with "potentially groundbreaking implications for the fi eld of education" ( Selwyn, 2007 ). ...
The last chapter, “The Scope and Challenges of Learning through Social Media Sites during the Pandemic: What Really Matters”, elaborates the scope of social media adoption by students to enhance the academic learning. This chapter presents a review the use of various social media platforms and tools, applicability and functioning of social media in learning over the past few years and during Covid-19 pandemic. Authors highlighted that social media should be adopted as part of higher education teaching and learning curriculum only after in-depth analysis, when the clear guidelines for using such tools are provided for both the instructors and learners.
The usage of mobile social networking sites to augment formal education has drawn a lot of attention considering the recent COVID-19 outbreak and disruption of face-to-face learning. However, in the flurry of research, Telegram’s use is disregarded. The purpose of this chapter is to investigate the potential benefits of social presence in a lecturer-student academic writing Telegram group to enhance course satisfaction. The study was conducted in an open distance and e-learning university in South Africa, in one mega module. The theory of a community of inquiry and a qualitative research design using one-on-one interviews with lecturers and observations of the Telegram group was used to understand two objectives in this study: (1) to understand lecturers’ perceptions of using Telegram as a platform to create social presence and (2) to investigate the instructional techniques that are used to create social presence on the lecturer-student Telegram group. Thematic analysis was used to answer each of the research objectives. The findings of the study revealed that lecturers perceived Telegram as a useful pedagogical tool to create social presence. In addition, the findings revealed that various instructional techniques can be used to create social presence on Telegram. The author concludes that the Telegram application as a mobile device is feasible and helpful in assisting students to be more interactive with the course content. The chapter concludes by discussing pedagogical implications and ideas for future research.
