APPLICATION OF SOCIAL MEDIA TO TEACHING AND LEARNING SECRETARIAL SKILL COURSES (CASE STUDY OF OSUN STATE POLYTECHNIC, IREE)

1.1 Background of the Study

The integration of social media in educational environments has become a transformative approach to enhancing student engagement and expanding the learning experience beyond traditional boundaries. Social media platforms, such as Twitter, Facebook, and YouTube, have evolved from mere social interaction tools into valuable educational resources, promoting collaborative and interactive learning. The emergence of Web 2.0 technologies has brought about a new digital landscape where students can easily access information, participate in discussions, and engage in self-directed learning (Menkhoff et al., 2014). This shift has been especially significant in courses requiring hands-on skills, such as secretarial studies, where the ability to utilize modern technology and digital communication is increasingly essential.

 

Incorporating social media into secretarial skill courses can provide numerous advantages. Through interactive platforms, students gain exposure to real-world scenarios and professional networking, essential for careers in office administration and secretarial roles. These platforms also offer opportunities for reflective learning, enabling students to critically analyze their own work and engage in peer review, thereby building important skills for workplace readiness. For example, blogs have been shown to improve students’ writing skills and comprehension when used in structured learning settings (Wheeler, 2010). Twitter and similar microblogging platforms facilitate ongoing communication and feedback, allowing students to actively participate in discussions, ask questions, and clarify their understanding of course material (Jones, 2015).

Research indicates that social media use in education can enhance students’ motivation, engagement, and critical thinking. For instance, collaborative projects on social media platforms encourage students to work together, which can improve learning outcomes and provide a means for ongoing, asynchronous engagement with course material (Conole & Alevizou, 2010). This advantage is particularly relevant in secretarial courses, as students can use social media to simulate real office environments, collaborating on projects that mimic real-world tasks and deadlines (De Wever et al., 2015). By leveraging social media for these practical applications, educational institutions can better prepare students for the dynamic demands of the modern workplace.

 

1.2 Statement of the Problem

While social media has the potential to positively impact secretarial skill courses, challenges remain. Some educators are concerned that integrating social media may distract students rather than support learning, or that students may not take these platforms seriously in an academic setting (Dzvapatsva et al., 2014). Additionally, limited digital literacy among some students and faculty can hinder effective use of social media in the curriculum. Given the importance of secretarial courses in training students for administrative roles, it is critical to identify best practices for implementing social media in a way that enhances rather than detracts from skill acquisition and professional readiness.

 

 

 

1.3 Objectives of the Study

To evaluate the effectiveness of social media as a teaching tool in secretarial skill courses at Osun State Polytechnic, Iree.

To identify the impact of social media on student engagement and motivation in secretarial courses.

To explore the challenges and limitations associated with using social media in teaching secretarial skills.

 

1.4 Research Questions

How does the use of social media affect student engagement in secretarial skill courses?

What is the impact of social media on students’ acquisition of secretarial skills?

What challenges are associated with the use of social media in teaching secretarial skill courses?

 

1.5 Significance of the Study

The study's findings could provide educators with insights into effective practices for integrating social media in skill-based courses, potentially leading to enhanced teaching methods and more effective learning outcomes. By understanding the role of social media in education, institutions may also address existing gaps in digital literacy and foster a learning environment that aligns with current technological trends in professional workplaces. Additionally, this study can serve as a foundation for future research on social media integration in vocational education.

1.6 Scope and Delimitation of the Study

This study focuses on the application of social media in teaching secretarial skill courses at Osun State Polytechnic, Iree. It will explore both the benefits and challenges associated with using platforms like Twitter, Facebook, and blogs within this context, with particular emphasis on engagement, skill acquisition, and professional readiness. The study excludes other forms of technology, such as traditional Learning Management Systems (LMS), to maintain a concentrated focus on social media tools.

 

1.7 Definition of Terms

Social Media: Platforms that enable users to create, share, and engage with content online, including sites like Facebook, Twitter, and YouTube.

Secretarial Skills: Skills necessary for office administration, including typing, data entry, and digital communication.

Engagement: The level of participation and interest students show in their learning activities.

Digital Literacy: The ability to effectively use digital technologies for communication, information gathering, and problem-solving.