Abstract

This thesis explores the integration of social media, with a particular focus on microblogging, in the higher education landscape, examining its influence on communication patterns, student engagement, and the academic community within Computer Science at the University of Lancashire. It delves into the broader spectrum of social media platforms such as Facebook, Instagram, and YouTube, assessing their roles and utility in educational settings. The research adopts a mixed-methods approach, blending quantitative surveys with qualitative interviews and focus group discussions, to provide a holistic view of social media's impact on the pedagogical environment. The findings highlight microblogging's role in fostering community and facilitating real-time interaction and also extends to the varied ways other social media platforms contribute to the educational experience. These platforms are shown to facilitate content sharing, collaborative learning, and enhanced communication between students and educators, offering diverse avenues for engagement and learning beyond traditional classroom boundaries. The study identifies key benefits such as increased accessibility to educational resources, opportunities for informal learning, and the potential for building professional networks. However, the research also acknowledges the challenges associated with social media use in education, including potential distractions, privacy concerns, and the digital divide. It discusses the necessity of developing digital literacy among users and implementing strategic approaches to integrate social media effectively into teaching and learning practices. By contributing to the discourse on educational technology and social media, this thesis offers insights into the evolving dynamics of higher education in the digital age. It provides recommendations for educators and institutions on harnessing the potential of social media to enhance student engagement and learning outcomes while addressing associated challenges. The thesis concludes with reflections on future research directions and the potential for social media to reshape educational practices in a rapidly changing digital landscape.