Gender and use of social media among undergraduates in lagos

CHAPTER ONEINTRODUCTION1.1Background of StudyThe world is today celebrating the improvements in communication technology which hasbroadened the scope of communication through Information and CommunicationTechnologies (ICTs). Modern Technology in communication no doubt has turned the entireworld into a “Global village”. But as it is, technology like two sides of a coin, bring with itboth negative and positive sides. It helps people to be better informed, enlightened, andkeeping abreast with world developments (Osharive, 2015). It is no longer news thattechnology exposes mankind to a better way of doing things. Social networking sites include:Twitter, Yahoo Messenger, Facebook Messenger, Blackberry Messenger (BBM), Whatsappmessenger, 2go messenger, Skype, Google talk, Google Messenger, iPhone and Androids.These networking sites are used by most people to interact with old and new friends, physicalor internet friends (Asemah & Edegoh, 2012). The world has been changed rapidly by theevolution of technology; this has resulted into the use of technology as the best medium toexplore the wide area of knowledge.Social Media has not only changed the way users socialize and communicate, it has alsoredefined the idea of friendship, community and learning. The widespread adaptation ofSocial Media, particularly amongst students, all over the world has engendered researches onthe impact of Social Media on students’ educational outcome. This research examines therelationship between gender and social media platform usage among undergraduate studentsof University of Lagos, Akoka. The research explores both the negative and positivedimensions of Social Media within the larger framework of social networking sites andhigher education. The study draws on previous researches done with students, particularly indeveloped countries like the United States with the insight of highlighting the implications1 for students in Nigeria, where Internet literacy is still low and traditional methods of teachingand learning remain dominant despite several studies that indicate that Nigeria has one of thefastest growing Internet users globally.The last few years have seen dramatic increases in the presence and use of Social Media,which is defined as a “group of Internet-based applications that build on the ideological andtechnological foundations of Web 2.0, turning communication into interactive dialogue byallowing the creation and exchange of user-generated content” (Kaplan & Haenlein, 2010).Social Media has indeed allowed people to express themselves through blogs, websites,Social Networking Sites (Facebook, Twitter, Whatsapp, Instagram, Flicker, YouTube, 2Go,Badoo, LinkedIn etc.). According to Burnett and Merchant (2011), the recent and rapiddissemination of new forms of digital technology has had a noticeable impact on the socialand cultural lives of large sectors of the global population. Along the infusion and availabilityof more interactive and user-friendly interfaces and software designs, and the increasingsophistication of affordable mobile devices, we are witnessing the emergence of ever-newerforms of popular communication (Burnett & Merchant, 2011).Furthermore, web-based Social Media makes it possible to connect people who share interestand activities, across political, economic and geographical borders through instant messaging.Scholars such as LaRose (2011), Livingstone (2006), Boyd and Ellison (2006) haveinvestigated how Social Media impact on student education in higher institution. Boyd andEllison (2007) in their book, Social Network Sites: Definition, History and Scholarship lookat, among other issues, the implication of social networking sites use in schools. They arguethat social networking sites are not only beneficial to students, but they can also provide newopportunities for participatory communication among teachers and students. This point seemsto be accurate to the extent that there are various instances where teachers and students in2 University of Lagos, communicate on social networking sites like Facebook and Whatsappabout classroom activities.McLoughlin and Lee (2007) pointed out that social media platforms facilitate the sharing ofphotos and videos with both real world as well as virtual friends while allowing them to buildunique online identities by customizing their personal profiles with a range of multimediaelements that are open to others’ reading. Because the individuals on social media platformscome together around to share common goals or needs willingly, especially tendency tobuilding new communities and groups or participating in them comes up. In theseenvironments, individuals move from being passive consumers to fully functioning membersby sharing their materials and views with others with whom they reach sensible conclusions.Hence, this cooperative activity helps members to shape the group identity in addition to theirindividual identities (Atwell, 2006