FaceFunda: a taxi ride with teacher-students towards social media literacy in the rural Eastern Cape Province of South Africa
Blignaut, Seugnet; Bester, Ronel
This paper explores and describes how teacher-students from rural communities in the Eastern Cape, South Africa, enrolled for a BEd Honours programme, experienced social media support to assist and guide them to compile an individual research proposal. Kruger’s (2012) conceptual framework addressed issues relating to 21st century learning skills of supporting teacher-students in an open distance learning environment. The researchers compiled a support group, FaceFunda on Facebook, according to the metaphor of a taxi—a well-known object to the participants—in order to enhance their learning experience while they interacted supportively with one another and the facilitator towards compiling their research proposals. None of the participants had previously used Facebook and they experienced many challenges. A constant comparative qualitative methodology analysed the integrated dataset and three themes emerged. Recommendations to the Unit of Open Distance learning related to four support aspects to foster social media literacy of rural teacher-students.
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