Abstract:

This study focuses on the impact of social media and technologies on the educational standard at Open and Distance Learning (ODeL) institutions. A transformational shift has taken place in education as a result of emerging technologies and social media that have reshaped traditional pedagogical approaches. Globally, introduction of new technologies has changed the educational system of ODeL institutions. This research paper is underpinned by connectivism learning theory which entails the importance of social networks and digital platforms in teaching and learning. The premise of this theory argues that knowledge can also be acquired through technological and online platforms. This theory accentuates the shift from the traditional learning styles to innovative online methods of teaching.

Contextually, this study aims to analyze the impacts of these digital innovations on educational standards at ODeL Institutions, with a particular focus on the resultant pedagogical shifts and their implications for future educational practices. Furthermore, with the increasing integration of digital platforms and technological innovations into educational practices, it becomes imperative to understand their influence on teaching methodologies, student engagement, and overall educational outcomes. The research problem in this study is the evolving role of social media and new technologies in shaping educational standards. The ODeL institutions utilize tools such as Microsoft Teams, Blackboard, Google Meet, and Moodle to facilitate teaching. The integration of these tools has led to significant changes in teaching methodologies, moving away from traditional, lecture-based instruction towards more interactive, student-centered learning environments. However, students also use social media platforms to communicate among themselves. While these tools can potentially enhance learning experiences and outcomes, there is a pressing need to understand their impact comprehensively, especially within the specific context of ODeL Institutions. Thus, the researcher aimed to fill the gap in the existing literature by providing an understanding of how these technologies influence educational practices and overall academic performance.

Methodologically, a qualitative research approach was utilised and exploratory research design was deployed in these research paper. The secondary data analysed through the Critical Discourse Analysis approach to discuss the narratives surrounding the use of social media and emerging technologies in an ODeL. Secondary data was collected from a variety of academic journals and credible internet sources to ensure a stringent and comprehensive dataset. The data included peer-reviewed articles, conference papers, and institutional reports that discussed the integration and impact of social media and new technologies in education. Furthermore, the results of this research suggests that the successful integration of these tools into educational practices at ODeL Institution requires a balanced approach that leverages their benefits while addressing the associated challenges. The results of these paper entails that, as educational standards continue to evolve in response to technological advancements, it is imperative for institutions to adopt flexible and adaptive strategies. In conclusion, these study acknowledge that social media and emerging technologies have a multifaceted impact on educational standards at ODeL Institution.

Keywords:

Social Media, Technology, Education, Open and Distance Learning (ODeL) Institutions, emerging technologies.