METHODOLOGY

3.1 Introduction

This section critically analyze the research approach and technique employed. This is to
stipulate how the objectives will be met and research questions answered. Hence the chapter
discusses issues such as research approach, research strategy and design, data collection
methods and method of data analysis. The reasoning for the above proposed approaches
would be discussed below and how the study would be carried would be fully discussed in
this chapter.

3.3 Research Approach

This research adopts a qualitative approach. The chosen method help to understand the
meaning people ascribe to events they experience (Merriam, 1998). This approach will help
to effectively assess the role of Technology in education and socialization by tertiary students
in the wake of the Covid-19 pandemic It offers the researcher the opportunity to “identify
participants experiences with the phenomenon under study” (Creswell, 2003) and to “see
patterns and identify relationships of meaning that build new knowledge” (Moustakes, 1994).
To do this, the study involved a close contact with a small number of participants using
purposive sampling in an open-ended interview within a stipulated time (Amaratunga et al.,
2002; Herington et al., 2005) aided by systematic and concurrent data collection and data
analysis procedures. The use of this qualitative technique also “allows the researcher to learn
more about people’s feelings, thoughts and experiences which may be analyzed and shared
with others through publications” (Rubin & Rubin 1995).

3.4 Rational for a Qualitative Study

The aim is this study is to evaluate the role played by Technology in education and
socialization by tertiary students in the wake of the Covid-19 pandemic. With the overarching
aim being to gain understanding, a qualitative study would be most ideal for this study.
Qualitative studies are useful to understand people and social situations that may not be
readily obvious. Even in cases that findings may be obvious, the reasoning behind the
finding may not be readily obvious and would require in-depth exploration to gain the needed
understanding. It realizes that humans are not ‘inert objects’ or ‘black boxes’, so may have
reasons for actions or behaviours and as such to gain insight, one must be prepared to go deep
down than a Quantitative study would suggest. There are a plethora of reasons why patients
of a healthcare facility may be loyal to that facility. This may differ from one patient to other.
As such a qualitative research would be useful to delve down into reasons behind their
decision making factors or considerations. Methods used in qualitative studies are humanistic
as they try to look beyond the specific aspects that are being researched into. It also useful in
gaining rich data that can sometimes be difficult to analyse. It requires the researcher to get
close to the data and to the phenomena which are being studied.

3.5 Research Design

A number of studies into the use of technology in education and socialization have been
based on a quantitative approach to arrive at stated objectives. There is therefore the need to
explore the relationship between technology and education and socialization situating it in the
contest of issues arising from the Covid-19 pandemic. The design of the study is objectively
to structure the research to answer research problems as accurately and explicitly as possible
(McGivern, 2006). This provides a plan to answer questions identified objectively and
accurately. This is also to fully capture the dynamic process of “brand loyalty in consumer-
brand relationships” (Fournier & Yao, 1997). This helps to offer a clearer perspective on how
players in healthcare services sector see, formulate and implement customer loyalty programs
to achieve desired outputs.

The research is exploratory in it approach and seeks to understand the role played by
Technology in education and socialization by tertiary students in the wake of the Covid-19
pandemic and the interrelationship among these variables. The research design focuses on
areas such as research purpose, research strategy, and data collection methods.

3.6 Sample

A sample of 10 participants (aged 18 years and above) who are tertiary students of various
universities within Ghana and constitutes the main participants of this study as they qualify as
“knowledgeable informants” (Lincoln & Guba, 1985, p. 234). The number of sample chosen
is to have an optimal sample size for the qualitative study. All participants selected are within
the Greater Accra region of Ghana. Participants selected are provided with details of the
interview process and procedures adopted as well as a copy of the interview protocol. An
introductory letter will be made available to the administrators of the selected healthcare
facilities to ensure that they are aware of the research study, research procedures and benefits
of participation in the study.

3.6.1 The Researcher’s Role

As the main research instrument, it is important that the investigation is free from the
researcher’s biasness as explain by Maxwell (2005).This is because the interpretative nature
of the research must be free from researcher biases, beliefs, and assumptions can intrude into
the analysis of data (Strauss & Corbin, 1998). The researcher also acknowledges that his
professional background, pressure to complete the assignment and experience as once a
patient can influence the interpretation of data gathered.

In an attempt to minimize any personal bias on the results of this study, the suggestion of
Lincoln & Guba (1985) were adopted by employing member checks during and after the
interviews to “ensure the credibility, validity, and transferability of the study results”. Other
quality checks introduced during the interviews include questioning participants and
summarizing information based on the accuracy of information received by way of tape
recordings. Transcripts of recordings made are reviewed by participants and an expert where
appropriate. Relevant quotes from participants are included to present a true reflection of
findings made as posited by Maxwell (2005).

3.6.2 Method of Sampling

Purposive sampling technique is employed (Sampson, 1996). This is without the use of
probability sampling but based on theoretical and experimental judgment of the researcher as
put forth by Johnson (1990). The technique adopted is to ensure that identifiable relationships
between the known variables are met. This mean that respondents chosen for a study are
selected based on the researcher's belief that they would best generate accurate information
relating to the research problem. Hence, as “this research required a sample that is
meaningful to the study, the sample members had to have an understanding of what customer
loyalty programs are, how they operate, and their attitudes towards them”
(Hammersley,1989).

3.7 Data Collection

The main tool adopted for the collection of data/information is personal interview due to its
distinguishing feature. To Haley (1996), it allows the researcher to capture experiences as
related by participants. It also encourages open expressions on the side of participants and
aloe them to fully express their beliefs and values that inform their actions (Sampson, 1996).
To Fontana & Frey (1994), “the fundamental advantages of this technique lie in its ability to
obtain a wider range of responses and to avoid the set procedures inherent in most methods of
analysis”. This will help control the sequence and language of responds received by way of
the interview. Where it is difficult to reach participant in person (physically), other forms of
communication media are used including telephone call, whatsapp and Skype.

3.8 Data Collection Procedure

To prevent criticisms of semi-structured approach to focused/personal interviews, the

interview is led by the researcher as the interviewer. This is to ensure that there is control and
chosen direction to focus on the subject matter (Johnson, 1990). To ensure the content is
relevant for the study, a framework of topics are prepared as a form of guide. The guide
touches on salient topics identified in literature which includes attitudes, consumer behaviour,
relationship marketing, point’s barriers, trust, etc. Notwithstanding, the order, content and
timing of discussions are left to the interviewer discretion (Sampson, 1996). It is apparent that
the interviewer spends about 30-45mins with a participant.

Where participant refrain from been open about a topic, probing and reframing of questions
are carefully employed to elicit response (Wallendorf & Belk, 1989). Where participants give
relevant and explanatory answers, critical emphasis are noted and encouraged. These
interviews are recorded with consent of participants. In addition to recordings, field notes of
responses from participant were taken. This is done to identify thematic areas of responses
received. These include observations about the participant’s attitude and direct quotes that
caught the attention of the researcher.

3.9 Data Analysis

In other to achieve accuracy in the analysis of data gathered, NVivo and manual transcription
were used to transcribe interview recordings collected. These transcripts are reviewed by
comparing out from the two softwares to agree on the correct output. Once it identified, the
final transcripts as chosen are again reviewed severally to identify “recurring themes”
(Merriam, 1998, p. 180). Important quotes and phrases are highlighted for emphasis.

The verbal and non-verbal accounts of participants are critically analyzed (Wallendorf &
Amould, 1988; McCraken, 1988) taking into account their individual perceptions and
emotions. As observed by Huberman & Miles, (1994) these enable the researcher identify
patterns and themes. Such themes are tabulated by way of analytical inductions using a cycle
of questions-and-answers”. The review of quote and theme involve a careful review of
transcribed sentences line-byline to identify areas relevant to the objectives of the study.
Responses from participant are then contrasted with other to find similarities and differences
(Strauss & Corbin, 1990).
The techniques employed enabled the interpretation of results and the making of inferences
that show connections between each interview (Huberman & Miles, 1994). It also enabled the
study to build "a logical chain of evidence" which assist the researcher to make meaning of
the the transcripts developed (Huberman & Miles, 1994, p. 432). In the end a cogent outcome
involving the identification of relationships between the attributes of customer brand loyalty
programs and the extent to which such element of loyalty culminate into healthcare services
providers achieve growth in customer loyalty.

3.10 Limitations

Areas of limitations identified include sampling bias. This is where small sample size affects
the generalization of conclusions made (Lincoln & Guba, 1985). However true, such
limitation in exploratory study is usually known and does not invalidate conclusions made.

Another limitation is response bias (Zikmund, 1997). In his opinion this situation arises
where the respondent/participant feels uncomfortable to share certain experiences or
information with the interviewer. To prevent this the participant is reassured of
confidentiality of information given. Where they feel intimated by the interviewer’s presence
another medium is chosen by the interviewer (i.e. Telephone, Whatsapp).

Again, the research conclusions made can be affected by the interpretation of analysis. This is
where there are misrepresentations of participants’ accounts making analysis subjective to the
actual account given (Brenner (1985a). To prevent this transcripts are checked and cross
checked to ensure that technique used for the interpretation of response best fit the analysis.
 ANALYSIS AND RESULTS

4.0 Introduction

The chapter discusses the findings made from the study. Findings gathered are categorized
into thematic areas. This is to allow for in-depth interpretations of relevant subjects that are
identified. This is also synonymous to analysis approach in qualitative study. The section
therefore deals the primary purpose of understanding the role of technology in education and
socialization by tertiary student in the wake of Covid-19 pandemic. The analysis therefore
focuses on the verbal accounts of students’ experiences and perceptions on the subject matter.

The findings made were solicited using a total of 16 questions that covers students
(participants) education and socialization. Supporting evidence including quotations and
feedback from participants were also addressed. For the purpose of confidentiality, all
respondents were treated as been anonymous. To represent the direct quotes of respondents
used in this chapter, each reported quote in italics.

4.1 The Demographic profile of Respondents

An evaluation of respondents profile shows a gender mix of both male and female. All
respondents are tertiary students offering diverse courses with different career focus. They
are also spread across different locations within Ghana. For the purpose of emphasis and the
benefit of fewer number of respondents, the table below summarizes the demographics
identified. For easy identification respondents are numbered 1-10.

Respondent Institution Course Prospective Level

Career
1 University of Ghana Information and Information and Post Graduate
Communication Record Analyst degree
Studies
2 University of Ghana Economics N/A Degree
3 University of Ghana Finance Treasury Post Graduate
Executive degree
4 Kwame Nkrumah Medicine Dentist Doctorate
University of degree
Science and Tech.
(KNUST)
5 KNUST Business Logistics and Degree
Administration supply chain
manager
 6 University of Ghana Seed Science Seed Scientist MPHIL
Technology
7 University of Health Physiotherapy Physiotherapist Degree
and Allied Sciences
8 University of Banking and Banker Degree
Professional Studies Finance
9 37 Military Nursing Midwifery Midwife Degree
and Midwifery Nursing (Nurse)
Training College
10 University of Health Medicine Medical Doctor Doctorate
and Allied Science degree

4.2 Themes

For the purpose of clarity in analysis made, themes drawn from the responses gathered are
summarized below;

1. Knowledge in the use of technology

2. Daily usage of technology
3. Impact of technology usage on education
4. Role of technology usage on social life
5. Role of Covid-19 restrictions on the use of technology
6. The Future of Education in terms of Social Distancing and Virtual Learning

The themes identified are based on the research objectives and questions formulated. Even
though respondents are treated anonymous, the import of their accounts based on the study
are adequately captured under these six themes. Themes help to identify the relationships
between technology and education, technology and social life, especially in the face of
Covid-19 restrictions.

4.2.1 Knowledge in the use of technology

This was elicited from responses provided by participants. The import of this theme is to
establish the level of technology savvy of participants. Question two (2) was used to collect
the requisite information. To understand the role played by technology in the education and
social life of tertiary students (participants), it is important to find out how well participant
know and are able to use information technology tools (both hardware and software).
From responses gathered, all ten (10) respondents have good knowledge in the use of
technology. For example;

Participant 1; who is studying Computer Forensic and Networking engineering stated that
“am very proficient in information and communication technology”.

Another, Participant 2 also stated that “I think I’m technologically sound or inclined in the
sense that I’m able to manoeuvre my way through technological gadgets and social media
with my technological ideas”.

Participant 3 also said “I have a good knowledge and understanding and use of technology.
Technologically, I am above average”.

Participant 8: “I will say am quite good in ICT and can use most of the simple IT software. I
particularly learnt to use Excel a lot for entries and several formulae works that can help in
accounting”.

These sampled views on the theme from participants show that respondents have adequate
knowledge in the use of technology as tertiary students. This also reinforces the fact that as
tertiary students with some working, all of them have had some basic or an appreciable level
of education in Information Technology (IT). As seen above, such knowledge is evident in
what they use technology to accomplish according to some respondents accounts. Such as
social media usage, usage of technological gadgets and other application softwares.

4.2.2 Daily usage of technology

This theme helps to access the relevance of participants’ knowledge in IT, in terms of its
usage. As students, it is expected that they use IT tools for their daily educational and social
interactions. Questions 3i, ii and iii was used to elicit responses from participants. The
question states “How has social media and technology meet your need of physical interaction
with the following; course mates, school friends and lectures”. This is important because as
students, their daily activities borders on their interaction with course mates, friends and
lecturers for both educational and socialization purposes. This is because, most people have
resulted to social distancing as recommended in the current COVID-19 pandemic.

Responses from participants show that all of them use IT tools for their daily interactions.
Despite having slight differences in their activities, all of them share the fact that technology
play a pivotal role in their daily life. Their account also enable the researcher to know which
tools are predominantly used. For example; to
Participant 1:” Course mate: Sharing of ideas and group discussion. School Friends: It has
helped to share information on campus. Lecturers: It has helped in online lecturing and
discussion and submission of assignment and research”.

Also, Participant 3 recounts that: “Whatsapp has been good in sharing information, we can
share slides, and we can share ideas. So whatsapp has been helpful; for school friends also
whatsapp. For Lecturers, I will say also whatsapp and zoom for video calls, presentations
and stuff like that”.

These means that technology enable participants share ideas, discuss and submit assignments,
get responses and materials (notes) from lecturers by way of information sharing and
communication. This means technology is the main medium through which participants
perform most of their daily physical interactions. This tend to make their lives easier and
provide them the opportunity to engage and complete their daily set goals. This is evident in
the account of;

Participant 4: “I’m able to interact with my course mate through videos calls, telegram,
tweeter among others ask them how they are doing and sometimes ask for explanation on
topics I do not understand. For my friends’ social media has actually done a lot for me
especially this time, I’m able to interact with them through videos calls, ask them how they
are doing and sometimes ask for explanation on topics I do not understand. And with my
lecturers, I’m able to pinpoint some of the topics done through virtual learning that I have
problems for better understanding. I can say technology has met my needs by providing me
with Apps to communicate with them though I can’t see them physically and still get finish
with the task they assign to me”.

More so, with the proliferation of technological devices, students are able to easily share
information and engage in social activities.

The data gathered shows that all respondents agree to using a number of technology tools,
either hardware or software to aid the daily engagements with their friends, family, class
mates or lecturers. Question 6 helps to provide details on such tools. This question also
complements question 3 in terms of participants’ daily usage of technology. Some activities
identified from participants includes; video and voice calling, texting, chatting, emailing, etc.
Various communication tools were identified by participants as being useful or preferred in
their daily activities. In this light,
Participant 6 said “Phone, Laptops, Softwares like Microsoft Teams, Zoom, and Social
media like WhatsApp, Facebook and Emails” are used. In the opinion of participant 8:
“Chrome, whatsapp, facebook, Telegram, UHAS E-learning platform, Twitter, Operamini”.

These show a wide variety of communication tools that are usually used by participants for
their daily engagements. It is important to note that the innovation and invention of these
technological tools have made communication easier and faster than it used to be.
Henceforth, students have developed dependency attitude towards these tools. They have also
become knowledgeable in their usage. In this pandemic period where social distancing is
mandatory practice for all persons (i.e. families, school and class mates, staffs, couples, etc.)
the use of these tools has gain prominence among people. Again, students’ academic and
social lives must continue, hence these tools come in handy most of the time.

4.2.3 Role of technology usage on education

It is a well-known fact that the role of technology in an educational setting is very important.
Mostly because, technology facilitate social interaction which can be used in both cognitive
and constructivist methods. Same can be said by responses elicited by question 4.

Presently, there are many examples of the use of distributed learning technology in the
educational field. Many graduate schools have begun transitioning into programs that allow
for distance education. This has become a pivotal point for educational institutions to thrive
in this pandemic period.

To meet the educational needs of participants the use of communication tools and the web
has become very important. Participants’ responses express various perspectives on the
benefits they get from the use of technology in their education. For example;

Participant 4 expressed that “I’m able to use web browsers such as Google and Chrome to
keep me up to date with information or news going on in the field of medicine. I’m also able
to access the virtual classroom to interact with my lecturers, complete my assignment and
test from my lecturers online using the typing software to type and submit them on time or
within the stipulated time with the aid of the web.”

This shows that technology serves as important information gathering tool for students. It
provides them the flexibility of online or virtual learning. Due to social distancing as a
measure to control the spread of COVID-19, most educational institutions have result to
online learning. They therefore employ various technological tools and platforms to augment
their daily activities.
Others also have the view that technology enable them to be efficient in their academic work.
In this light, they see technological tools as a means of achieving their academic objective.
For instance;

Participant 5 remarked that “Ahh okay, for the educational purpose, I think, eeh, much of my
assignments, research, presentations, are done using the communication tools and web. So I
do research using web, present them using my communication tools like the laptop,
smartphone and such, emailing my answers or research to my lecturer has been done
through this technology.”

This sums up most opinions shared by participants. They adopt various computer hardware
and software to facilitate their education. This is made possible by the continuous
improvements in various technological tools.

Participant 6 shared that “I use my phone to surf for information on the internet for my study
notes and also to help with my assignments. Through software like Zoom and Microsoft
Teams, I can have lectures with my lecturers and even have group meetings with course
mates.” Nonetheless, all these technological tools come with cost and unintended health
issues.

4.2.4 Role of technology usage on social life

Currently, students’ social life have changed tremendously with many technologies that
enable them to talk to one another without being face-to-face. Unlike when students’ social
life mainly involved physical interaction, the phenomenon has turned into more of virtual
engagements. Responses solicited through question 5 share light on how technology has
impacted on the social lives of students.

According to Participant 6: “With the help of my phone, I chat with friends every time. We
share jokes and exciting moments. I also watch movies online using the internet. I also use
my phone with the help of the internet to have a church service with my church through
virtual online services. I place food orders with the help of my phone.”

Also Participant 5 accounted that “with the social life, I think I get in touch with or I stay in
touch with my families and love ones through the use of these technologies, it has been the
help of these webs that I normally send messages, emails, may be reminders to friends,
families or love ones.”
These show that participants adopt various technological means to promote their social life.
These also show the positive impact technology brings to their social life as students.

From responses gathered it is obvious that participants see technology as an important factor
in enhancing their social life. Such that not only does it offers them the opportunity to stay
connected with friends and loved ones, it also offers them the chance to start new ones. Some
also opined that technology help them to get abreast with social issues and news. Within
seconds information in the form of news or posts can be easily accessed by participants.
News and other information about COVID-19 are easily shared or accessed on online
newsfeed platforms or social media platforms. As shared by some participants, it helps them
to be informed about happenings around them as the pandemic persist. To some participants,
it helps them to overcome boredom as a result isolation and restrictions they currently face.

4.2.5 Role of Covid-19 restrictions on the use of technology for education

Government imposition of restrictions continue to bite hard on various aspects of peoples’

lives. These measures have affected both education, socialization, health, economic life and
other aspects life. With the coming of these restrictions as a result of Covid-19, people
continue to fall on technology to keep their life at a minimum to maximum balance. Tech
companies have also innovated new products to support people’s lives. Typical examples are
Zoom and Google meet which have become very popular for many video conference calls.
On the account of responses gathered from participants, covid-19 restrictions has brought
about increase in the use of technology. Despite this assertion, participants were divided on
whether online education through the use of technology has met their need of education as
compared to how it would have been when there is direct and physical contact with
colleagues and tutors.

Participant 5 stated that “I think online education has met 20% of my expectation. The
problem is not about studying online or having classes online, even though there are some
challenges there. The problem is trying to access to access the students through online
platform. I think when exams and quizzes are share at the same time, like 100 of students
trying to log in at the same time which causes a lot of may be problems. I think learning on
online or having your material uploaded for you to get and download is not the major
problem. But trying to, but trying to access us through the online platform is a huge problem.
Eeeh, I think online education has met 20% of my expectation. I will say comparing it to
physical interaction or physical education or interaction with tutors, I think that one is better
than online.”
A number of respondents agreed with this view that the capacity of online education has not
fully been accessed

To Participant 7 “I’ll say yes and no. Yes, because it has filled in the gap that has been
created because without it lectures or group work wouldn’t have been possible at all. No,
because sometimes network problems can make you miss important segments of a lecture
and frankly the feeling is not the same. To me I believe the education is not only about the
listening to lectures but the social contacts as you have in a class all make it enjoyable. You
can’t ask all the questions if you are on a zoom lecture.”

These assertions means that even though participants agree on its importance, it has come
with other difficulties that makes it less efficient for academic work.

On the contrary, Participant 6 explains that “Yes, online lectures have met my educational
needs because it affords the lecturer the opportunity to teach us he would have done in a
face-face setting. Also, I am able to make contributions to the lecture and ask questions
where I don’t understand something, and I get the explanation right from my lecturer.”

This also means that some participants see the use of technology for online education as a
good substitute that is able to live to its standards.

4.2.6 The Future of Education in terms of Social Distancing and Virtual Learning

It is obvious that Covid-19 has brought about a new world order. Due to social distancing and
virtual learning, educational activities have been heavily imparted. The future of education
within these circumstances looks uncertain according to participants. Notwithstanding, most
of them predicts that there will be a full adoption and improvement in virtual learning going
forward whiles others see face-to-face learning as the only way. For example;

Participant 8 states that “It looks like the virtual learning has come to stay and so we must
embrace it and tune our minds to it. Even if everything returns to normal and there is no
more Covid-19 or Covid-21 next year, I am sure some lectures would still be online, certain
group discussions can be done online too. My only hope is that the cost of data would reduce
as virtual learning increases.”

As a student the participant believe that there is an important space virtual or online learning
occupies. This is true because most courses could benefit from this arrangement. The
downside as expressed by the participant is the issue of cost to the end user.

To some participants virtual learning has no future in promoting good education.

According to Participant 7: “looking at the social distancing and the future of education, I
think it would do us no good but harm because interaction with students directly is the best
option for others. Some students would prefer the teacher coming closer to them doing some
gesture in the air before they understand, so when there is social distance how would that
student be like in the future?”

Participants who hold similar view opine that the traditional way of learning is the only sure
way to impart knowledge. More so, people with learning disability will benefit more from
this type of learning.

Some participants also see growth in the use of technology for educational activities.

Participant 1 recount that “The demand for the use of online and electronic teaching
platforms will keep increasing as Covid-19 persist.”

This is true as people will continue to find ways to achieve their educational objective.
Almost all the ten participants agree that virtual learning will increase in the foreseeable
future. Where individuals and institutions adopts to strategies that allow them to achieve their
objectives in education.

DISCUSSION

This section compares findings made from the study with reviewed literature materials. This
is to develop further the understanding of the role played by technology in the education and
socialization of tertiary students in the wake of Covid-19 pandemic. The discussions are
based on identified themes within the findings made. This is to ensure that discussions are
done systematically and effectively.

a) Knowledge in the use of technology

Technology has become an important tool in people’s life these days. Our lives are so
dependent on technology so much that a day does not go without the use of a technology such
as the mobile phone. This is because nowadays, technology integration has increased with
great innovations which has transformed our societies and has totally changed the way people
think, work and live (Grabe, 2007). To participants, knowledge in the use of technology is
important because it has become an important asset in the various facet of their lives. Such
knowledge encompass the application of science to use technological tools. Technological
knowledge arises from, and is embedded in, human activity (Herschbach, 1996) such as
communication. To achieve such human activity, they explained that they have an
appreciable know how in the use of identifiable communication tools such as zoom,
whatsapp, twitter, etc. More because, the internet and mobile phone offer them new ways to
express themselves in their relationships through their online presence (Chu, 1997).

From participants’ response, it is clear that some possess higher knowledge in the use of
technology than others. Some also reveal that the use of these technologies have
fundamentally imparted on their lifestyle (Tapscott, 1998; Chu, 1997). As posited by
Tapscott (1998), the youthful nature of participants makes them more adaptable to the use of
these technological tools. It is important to note that human action and the social context in
which these actions take place shape technology, while at the same time technology
influences human actions and social structures (Orlikowski, 1992). Therefore having
knowledge in the use of technology must contribute to shaping the lifestyle of users as
expressed among participants.

b) Daily usage of technology

The account of participants show that technology has become part of their daily life. In their
opinion, technology usage occur in almost all facets of their lives especially education and
socialization. As identified by Drago, (2015), these far-reaching increase in technology usage
is especially noticeable in younger generations. As tertiary students who fall within the
youthful category, their lives are most built around the use of technology to accomplish
activities such as communication and the facilitation of work processes. This is because,
recent technologies have gone from a luxury to a necessity and for some a way of life opined
by Mckinsey corp, USA (2001). Nonetheless, “recent advancements in communication
technology have enabled billions of people to connect more easily with people great distances
away, yet little has been known about how the frequent presence of these devices in social
settings influences face-to-face interactions”(Przybylski & Weinstein, 2012, p. 1). Meaning
the over indulgence in it use has also brought about a situation where people are losing their
skill or edge in physical communications.

c) Role of technology usage on education

Participants agreed that technology continue to be an important factor that promote their
success in education activities. As In the opinion of Driscoll (2007), educational activities
that involve “multimedia projects, simulations, and technology assisted lessons can be used to
overcome the assumed cognitive load limitations addressed under cognitive learning theory”.
To them, the role of technology, in a traditional school setting, facilitate the efficiency and
effectiveness knowledge and skills. Especially, the trend towards online classes and
educational opportunities has even become so prevalent that there are universities which
consist of only online classes, allowing a teacher to complete an entire course of study
through distance learning (Dempsey & Van Eck, 2007). These create online social
experiences as a learning community which helps to achieve the social requirements
associated with learning (Ravenscroft, 2011). For example, students studying other cultures
may have the opportunity to directly speak with individuals of another nation. Thus by
removing physical barriers such as financial costs and geographical restraints, technology can
allow more opportunities for both teachers and students to participate in learning scenarios or
to explore content on a level that is inaccessible within their immediate environment. By not
only increasing the amount of learning opportunities, but by providing even more enriching
learning opportunities through simulation and multimedia we can increase the assimilation of
knowledge.

d) Role of technology usage on social life

According participants technology usage has improve their social life. For example a
smartphone, a person can make calls, send e-mails, watch and share photos and videos, play
video games and music, keep track of appointments and contacts, surf the Internet, use voice
search, check news and weather, use chat applications for voice calls and texting
(e.g.,Whatsapp) and interact on social networks (e.g., Facebook) Samaha Maya (2016). These
have made life easy to the extent that distance is no more a barrier to communication.
Nonetheless, Beside, School Community Journal, (2016) showed that on-line interactions
lack features that have been a crucial part of human relations, such as eye contact, body
language, and voice inflections and, therefore, are often characterized as lacking the richness
of face-to-face interactions. This tend to be limiting factor in ensuring that the other aspects
of human communication are fully enhanced.

e) Role of Covid-19 restrictions on the use of technology for education

The COVID-19 pandemic has also had a severe impact on higher education as universities
closed their premises and countries shut their borders in response to lockdown measures.
Although higher education institutions were quick to replace face-to-face lectures with online
learning, these closures affected learning and examinations as well as the safety and legal
status of international students in their host country. Perhaps most importantly, the crisis
raises questions about the value offered by a university education which includes networking
and social opportunities as well as educational content. To remain relevant, universities
continue to reinvent their learning environments so that digitalisation expands and
complements student-teacher and other relationships. As reported by OECD (2019) in the
event of a second large-scale outbreak triggering a return to lockdown, the situation would be
worse. Therefore, the continue usage of technology to achieve students educational objectives
is key in overcoming the downturn of Covid-19 restrictions.

f) The Future of Education in terms of Social Distancing and Virtual Learning

The outbreak COVID-19 has brought about various policy initiatives by governments and
tertiary institutions across the world to continue teaching activities so as to contain the virus.
However, there is ambiguity and disagreement about what to teach, how to teach, the
workload of teachers and students, the teaching environment, and the implications for
education equity (Zhang, Wang, Yang, & Wang, 2020). According to some participants,
initiatives and investments of educational institutions show that virtual learning has great
prospects while others doubt its future. Notwithstanding, Large-scale, national efforts to
utilize technology in support of remote learning, distance education and online learning
during the COVID-19 pandemic are emerging and evolving quickly.

It is important to also note that deficiencies such as the weakness of online teaching
infrastructure, the inexperience of teachers, the information gap, the complex environment at
home, and so forth (Murgatrotd, 2020) have been identified as setbacks. However, Huang,
Liu, Tlili, Yang, & Wang, (2020) suggest that governments and education providers
need to further promote the construction of the educational information, considering
equipping teachers and students with standardized home-based teaching and learning
equipment, conduct online teacher training and support academic research into online
education, especially education to help students with online learning difficulties going
forward. This is in line with the thinking of most participants.

CONCLUSION

The exploratory nature of this research was to assess the role of Technology in education and
socialization by tertiary students in the wake of the Covid-19 Pandemic. It importance is due
to the fact that the world is currently experiencing the pandemic and students are heavily
impacted in terms of their educational and social life. Available literature is limited on the
pandemic and technology usage but substantial on the role technology plays in education and
socialization.

Findings made and analysis done shows that technology play an essential role in the
education and socialization of interviewed participants (students) during this Covid-19
pandemic. This is because technology provide students with the necessary tools (both
hardware and software) to achieve their educational and socialization objectives, despite
restrictions in the form of social distancing measures by governments across the world.

Despite the assertion by some participant that the challenge of internet cost to the use of
technology in their education and social life, they all agree that technology has become a
reliable element for students and all people in this perilous times of Covid-19. For example,
they agree that online learning has been a pivotal solution to their continue studies and
staying connected to friends and loved ones.

Findings made are also in line with set objectives and design of the research in terms of its
methodology and philosophical perspective drawn. Again, an evaluation of participants
responses show that even though the future role of technology in education and socialization
is bright, factors such as its user friendliness and cost must be critically analysed with the
provision of interventions to overcome these setbacks.

Future Research

Prospects for further research based on the study are good. More because, the work raises
other important questions such as the cost of technology in education and socialization during
the Covid-19 pandemic. Another area of importance is the effect of over dependence of
technology to facilitate education and socialization during the Covid-19 pandemic. These will
help to explore further the role of technology in education and socialization in face of Covid-
19 pandemic. Apart from the suggested related topics, the sample size used can be increased
to increase the confidence of making generalizations.

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