Integrating Social Media in Teaching and Learning in Higher Education: A Quest for Collaborative Learning in Botswana

Social media is a widespread phenomenon affecting many areas of life. The phenomenon has not only transformed the way institutions, communities, and individuals interact but has also changed the way people learn, share information and create new ideas. The spread of the Web 2.0 technology transformed the social space expeditiously simplifying communication between individuals. In the context of Botswana, majority of students and teachers widely use smart phones, iPads and other portable devices to interface mainly through social media. Paradoxically these groups of social media users remain uncertain about its application to the classroom despite the growing integration of the same in their personal and professional lives. These tools have potential to provide blended learning to institutions and leaners. Given the foregoing, this study aims at investigating the extent of social media usage as well as its impact on teaching and learning at tertiary institutions in the City of Francistown, Botswana. The methodological approach adopted is a survey research strategy and quantitative approach for both data collection analysis. The understanding of teachers and students attitudes and expectations regarding utilizing social media technology to support quality teaching and learning could help policy makers and instructors to conceive tailor-made solutions to leaning challenges.