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Educationalizing Instagram for Virtual Instruction in COVID-19: A Pragmatic Framework

Author

Listed:
  • Rafik El Amine Ghobrini

    (DSPM Research Lab, Abdelhamid Ibn Badis University, Algeria)

  • Fatima Zohra Benzert

    (DSPM Research Lab, Abdelhamid Ibn Badis University, Algeria)

  • Meriem Balas

    (Abdelhamid Ibn Badis University, Algeria)

Abstract

Learning through social media platforms is a nascent pedagogy that opens up new virtual online e-instructional modalities and avenues to be explored especially in these challenging emergency times of COVID-19. This research focuses on a self-directed initiative of a math teacher who taught her students in an open virtual class via Instagram. This study explores how the main features of Instagram -inherently used as social interaction platform - were maximized for educational purposes. It also investigates the effects, be they positive or negative, on the learning-teaching process in terms of engagement and communication. For this, a mixed-method sequential exploratory design was opted for to conduct the study which surveyed 100 students across 22 different high schools who took part in the virtual open math classes. The findings highlight the different patterns of Instagram use and platform features that lend this social media website the requisite feasibility to educationalize it. Furthermore, the results reveal both the favourable and disadvantageous aspects of Instagram.

Suggested Citation

  • Rafik El Amine Ghobrini & Fatima Zohra Benzert & Meriem Balas, 2022. "Educationalizing Instagram for Virtual Instruction in COVID-19: A Pragmatic Framework," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 17(6), pages 1-16, November.
    • Handle: RePEc:igg:jwltt0:v:17:y:2022:i:6:p:1-16
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    References listed on IDEAS

    as
    1. Michael S. McPherson & Lawrence S. Bacow, 2015. "Online Higher Education: Beyond the Hype Cycle," Journal of Economic Perspectives, American Economic Association, vol. 29(4), pages 135-154, Fall.
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