Influence of Online Work on Social Media Relations of Higher Education Teachers before and during COVID-19 pandemic

Abstract

This ex-post facto study was carried out to explore the social media relationships of higher education teachers before and during the unprecedented COVID-19 lock-down. A descriptive survey method was followed to achieve the predetermined objectives. Random sampling technique was used to gather the data from higher education teachers. Researchers’ self-constructed questionnaire (Google Form) was administered on the selected sample. The obtained data was analyzed with the help of frequencies, percentages, Pearson’s chi-square test and Wilcoxon signed-ranks test. The findings revealed that before the COVID-19 lockdown, 59.75% of the higher education teachers were active on social media platform and Whatsapp was the major social media platform as almost three-fourth (75.61%) of them used it. A majority (i.e. 57.32%) of the higher education teachers learnt and applied new soft-wares and ICT tools during the lockdown on the cost of social relationships. Almost one-third (i.e. 32.93%) of them felt that their active participation on social media platforms has reduced in lockdown and they couldn’t spare the time for interaction on social media due to over involvement in online programs during the lock-down. Almost one-fourth (i.e. 24.39%) of them perceived that their closely friends and relatives complaint them regarding their non-availability on social media during COVID-19 lock-down. During the lockdown, the percentage of higher education teachers spending their time up to one hour, two hours and three hours daily on social media platform were 32.93%, 30.49% and 36.58% respectively. This was a significant increase in time devoting social media platforms during the COVID-19 lock-down among higher education teachers. Gender was significantly associated with social media activeness before lockdown and male teachers were found to be more active on social media before the lockdown. No significant Association of Teachers’ Relationships through Social Media with Type of Institution was found before as well as during the lock-down. Also, gender was not associated with Teachers’ Relationships through Social Media during the lock-down. The findings of the study may help to develop an insight to the teachers, social-health workers, psychologists, administrators and policy-makers to strengthen the social relationships by reducing their workloads during such types of exceptional conditions.