Students’ online educational engagement and social relationship through emerging technologies during Covid-19 pandemic
Keywords:social relationship, emerging technologies, online education, engagement, Covid-19, learning engagement
The advancements in educational technology have proven to be useful during remote learning amidst pandemic, especially in connecting with social groups. The study aimed to relate students’ online educational engagement and social relationships through emerging technologies during the Covid-19 outbreak. Following a descriptive-correlational research design, this study involved one hundred twenty (120) regular third-year Mindanao State University-General Santos City, students. They were officially enrolled during the first semester of 2021-2022. The study used a researcher-made survey questionnaire and interview guide questions, checked, and validated by the experts, to gather the needed data in the study. The weighted mean and Pearson Product-Moment Correlation Coefficient was used to analyze and identify the study results. Findings revealed that the students use social media such as Messenger, Google Meet, Facebook, emails, and other online platforms to communicate with their family, friends, and teachers. Also, it was found that students form social relationships through consistent communication and positive communication. The results indicated that the online educational engagement of the students significantly influences their social relationships. This study recommended that the Faculty of the College of Education, Bachelor of Elementary Education, Mindanao State University-General Santos City, may use other online tools such as Viber for online education to enhance students’ online learning further.
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180
Adipat, S. (2021, September). Why web-conferencing matters: Rescuing education in the time of COVID-19 pandemic crisis. In Frontiers in Education (Vol. 6, p. 752522). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.752522
Anderson, M. (2020). Communicating with students effectively during online learning. Retrieved from: https://inservice.ascd.org/communicating-with-students-effectively-during-online-learning/
Black, K. (2010) “Business Statistics: Contemporary Decision Making” 6th edition, John Wiley & Sons
Bossen, C. B., & Kottasz, R. (2020). Uses and gratifications sought by pre-adolescent and adoles- cent TikTok consumers. Young consumers.
Brisco, R., Whitfield, R. I., & Grierson, H. (2016). Recommendations for the use of social network sites and mobile devices in a collaborative engineering design project. In DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016 (pp. 394-399).
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, 1(2).
Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. Opinion of students on online education during the COVID‐19 pandemic. Human Behavior and Emerging Technologies. https://onlinelibrary.wiley.com/doi/10.1002/hbe2.240
Chatterjee, I., & Chakraborty, P. (2021). Use of information communication technology by medical educators amid COVID-19 pandemic and beyond. Journal of Educational Technology Systems, 49(3), 310-324. http://dx.doi.org/10.1177/0047239520966996
Constine, J. (2018). 2.5 billion people use at least one of Facebook’s apps. Techcrunch.
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of computing in higher education, 30, 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fansury, A. H., Januarty, R., & Ali Wira Rahman, S. (2020). Digital content for millennial generations: Teaching the English foreign language learner on COVID-19 pandemic. Journal of Southwest Jiaotong University, 55(3). https://doi.org/10.35741/issn.0258-27220.127.116.11
García, E., & Weiss, E. (2020). COVID-19 and Student Performance, Equity, and US Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding. Economic Policy Institute. https://eric.ed.gov/?id=ED610971
Guerrero, L. K., Andersen, P. A., & Afifi, W. A. (2017). Close encounters: Communication in relationships. Sage Publications.
Hampton, K., Goulet, L. S., Rainie, L., & Purcell, K. (2011). Social networking sites and our lives. Pew Research Center. internet] available at URL:< http://www. pewinternet. org/~/media/Files/Reports/2011/PIP.
Hernando-Malipot, M. (2020). DepEd: Most students prefer ‘modular’learning over online. Manila Bulletin. https://mb. com. ph/2020/07/03/deped-most-students-prefer-modular-learning-over-online.
Ifie, C. (2012). What Are the Benefits of Online College?. Retrieved from https://education.seattlepi.com/advantages-online-colleges-1082.html
Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84-96. https://doi.org/10.1016/j.compedu.2015.04.015
Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in human behavior, 28(1), 187-198. https://doi.org/10.1016/j.chb.2011.08.026
Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520. https://doi.org/10.1016/j.compedu.2011.02.005
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 1-20. https://doi.org/10.1186/s41239-017-0043-4
Klingensmith, C. L. (2010). 500 friends and still friending: The relationship between Facebook and college students’ social experiences.
Kok, B. E., Coffey, K. A., Cohn, M. A., Catalino, L. I., Vacharkulksemsuk, T., Algoe, S. B., & Fredrickson, B. L. (2013). How positive emotions build physical health: Perceived positive social connections account for the upward spiral between positive emotions and vagal tone. Psychological science, 24(7), 1123-1132. https://doi.org/10.1177/0956797612470827
Kokemuller, N. (2011). The Advantages & Disadvantages of Online Classes Used in Colleges.
Kokemuller, N. (2011). What Are the Positive & Negatives With Online Learning?. Retrieved from https://education.seattlepi.com/advantages-disadvantages-online-classes-used-colleges-1020.html
Kshetri, N. (2020). Covid-19 meets big tech. Computer, 53(8), 10-13.
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education sciences, 10(9), 232. https://doi.org/10.3390/educsci10090232
Ma, W. W., & Yuen, A. H. (2011). Understanding online knowledge sharing: An interpersonal relationship perspective. Computers & Education, 56(1), 210-219. https://doi.org/10.1016/j.compedu.2010.08.004
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222. https://eric.ed.gov/?id=EJ1179659
McBurney, D. & White, T. (2009). Research Methods. New York, NY: Cengage Learning.
Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. International research handbook on values education and student wellbeing, 239-260. https://doi.org/10.1007/978-90-481-8675-4_15
Prion, S., & Haerling, K. A. (2014). Making sense of methods and measurement: Pearson product-moment correlation coefficient. Clinical simulation in nursing, 10(11), 587-588. https://doi.org/10.1016/j.ecns.2014.07.010
Quinones, G., & Adams, M. (2021). Children’s virtual worlds and friendships during the covid-19 pandemic: visual technologies as a panacea for social isolation. Video Journal of Education and Pedagogy, 5(1), 1-18. https://brill.com/view/journals/vjep/5/1/article-p1_10.xml
Romero-Ivanova, C., Shaughnessy, M., Otto, L., Taylor, E., & Watson, E. (2020). Digital practices & applications in a COVID-19 culture. Higher Education Studies, 10(3), 80-87. https://eric.ed.gov/?id=EJ1264741
Rutherford, C. (2010). Using online social media to support preservice student engagement. MERLOT Journal of Online Learning and Teaching, 6(4), 703-711.
Sari, F. M., & Oktaviani, L. (2021). Undergraduate Students’ Views on the Use of Online Learning Platform during COVID-19 Pandemic. Teknosastik, 19(1), 41-47. https://doi.org/10.33365/ts.v19i1.896
Stallman, H. M., Ohan, J. L., & Chiera, B. (2018). The role of social support, being present and self-kindness in university student well-being. British Journal of Guidance & Counselling, 46(4), 365-374. https://doi.org/10.1080/03069885.2017.1343458
Su, H. (2016). Constant connection as the media condition of love: Where bonds become bondage. Media, Culture & Society, 38(2), 232-247. https://doi.org/10.1177/0163443715594037
The Tenney School, (2016). When Students Do Not Ask Questions in Class. Retrieved from: https://tenneyschool.com/when-students-do-not-askquestions-in-class/
Trent, A. (2020). Disadvantage of Online Learning Communities. Retrieved from: https://education.seattlepi.com/benefits-online-college-1165.html
Utomo, M. N. Y., Sudayanto, M., & Saddhono, K. (2020). Tools and strategy for distance learning to respond COVID-19 pandemic in Indonesia. Ingénierie des Systèmes d’Information, 25(3), 383-390.
Waters, L. (2020). Six Online Activities to Help Students Cope With COVID-19. Retrieved from https://greatergood.berkeley.edu/article/item/six_online_activities_to_help_students_cope_with_covid_19
How to Cite
Copyright (c) 2023 Emmalene Maldepena, Sherijane Tamblik
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.