1.1 Introduction
A mobile social networking application is defined as a digital platform accessible via smartphones or tablets that enables users to connect, communicate, and share information in a virtual community (Boyd & Ellison, 2007). Unlike conventional social networking sites, which are often designed for entertainment and informal communication, mobile social networking applications for academics are specifically tailored to support educational collaboration, knowledge exchange, and academic networking among students, teachers, and researchers. In today's digital era, the convergence of mobile technology and social networking has created new opportunities for enhancing learning experiences and promoting collaborative knowledge-building in academic communities.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Limitation of the study and Definition of technical terms.
1.2 Background of Study
Social networking has become one of the most influential tools of the 21st century, shaping how people communicate, share information, and build communities. According to Boyd and Ellison (2007), social networking sites are online services that enable individuals to construct a public or semi-public profile and connect with others within a bounded system. They reported that such platforms provide opportunities for both social interaction and information exchange across diverse groups. While this has revolutionized personal and professional communication, its application in education has gained increasing attention in recent years.
Greenhow and Robelia (2009) asserted that social networking platforms have the potential to act as learning resources, fostering digital literacies and promoting collaborative knowledge-building among students. They stated that social media is not merely for entertainment but can play a critical role in the educational sphere by supporting communication, collaboration, and reflective learning. In line with this, Junco (2012) affirmed that the use of social networking tools by students is positively associated with engagement and academic outcomes when used in structured and purposeful ways (Junco, 2012).
Manca and Ranieri (2016) contended that mainstream social media platforms such as Facebook and Twitter are not adequately designed for academic collaboration. They reported that the distraction-laden environments of these platforms often undermine their educational benefits. On the other hand, traditional learning management systems like Moodle or Blackboard, while structured, are often less engaging and fail to create interactive networks that mirror the dynamism of social media. Tess (2013) asserted that this mismatch between interactivity and structure poses a significant challenge to maximizing the benefits of digital learning environments. Furthermore, Ajjan and Hartshorne (2008) affirmed that the adoption of Web 2.0 technologies in education enhances student learning through peer collaboration, yet educators often struggle to integrate these tools effectively. They contended that there is a pressing need for platforms specifically tailored to educational goals, rather than adapting general-purpose tools that may not align with academic requirements.
The challenges encountered that led to the execution of the research work is that, traditional learning management systems (LMS) like Moodle or Blackboard, though structured, are often rigid, and not user-friendly enough to promote active collaboration and networking among students and educators. On the other hand, social networking applications that are engaging and easy to use are not designed for serious academic interactions, resulting in a gap between learning-focused platforms and interactive social platforms (Manca & Ranieri, 2016). This study is set against the backdrop of the growing need for a dedicated mobile platform that integrates the engaging features of social networking with the rigor of academic collaboration.
1.3 Statement of Problem
Following the investigation, it was revealed that the traditional system implemented struggles with various challenges, several of which stand out as particularly critical:
- The existing social networking platforms used for academic purposes are primarily designed for general communication rather than structured learning, leading to distractions and reduced academic focus.
- The current learning management systems (LMS) and social platforms lack seamless integration, which creates fragmented workflows and difficulties in accessing shared resources.
- Limited interactive tools in existing systems hinder real-time collaboration, peer discussions, and collective problem-solving among students and educators.
- There are inadequate feedback mechanisms restrict timely assessment and knowledge sharing, affecting the quality of collaborative learning.
- Existing platforms are often not customizable for specific courses, disciplines, or institutional requirements, reducing their relevance for diverse academic contexts.
- Lastly, privacy and data security concerns discourage full engagement, as users fear exposure of personal or academic information.
1.4 Aim and Objectives of the Study
The aim of this study is to develop a mobile social networking application specifically designed for academics and collaborative learning. In achieving this aim, the following specific objectives were laid out as follows:
- To create a user-friendly mobile social networking platform that facilitates academic communication and collaboration among students and educators.
- To develop interactive features such as discussion forums, file sharing, and real-time collaboration tools that enhance learning experiences.
- To design the application with integration capabilities for existing learning management systems and academic resources.
- To implement security and privacy measures that protect user data and ensure safe academic interactions.
- To evaluate the effectiveness of the application in improving collaborative learning outcomes and knowledge sharing within academic institutions.
1.5 Significance of Study
The outcome from the findings of this research will hold significant relevance in the following ways.
- Students will benefit as the application will provide a collaborative environment that will enhance learning and resource sharing.
- Educators will find the application useful as it will support real-time communication, mentorship, and knowledge dissemination.
- Academic institutions will benefit as the system will strengthen blended and online learning practices.
- Researchers will gain a foundation for further studies on mobile learning and educational technologies.
- The broader society will benefit as graduates equipped with digital collaborative skills will contribute meaningfully to professional and economic development.
1.6 Scope of Study
This study will be carried out in Lagos State University (LASU), Ojo, Lagos State, where students and lecturers will be engaged in testing the proposed application. The scope of the research will focus on designing, implementing, and evaluating the system for academic collaboration within the institution.
1.7 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet).
1.8 Definition of Terms
Mobile Application:
A type of software designed to run on a mobile device, such as a smartphone or tablet, which provides specific services or functionalities (Gartner, 2019).
Social Networking:
The use of dedicated websites and applications to interact with other users, share information, and form communities online (Boyd & Ellison, 2007).
Collaborative Learning:
An educational approach where students work together in groups to achieve learning goals, sharing ideas and resources (Dillenbourg, 1999).
Learning Management System (LMS):
A software application used to plan, implement, and assess learning processes, often providing features like content delivery, assessments, and communication tools (Ellis, 2009).
Academic Collaboration:
The process by which students, educators, and researchers share knowledge, resources, and expertise to achieve common academic goals (Kezar, 2005).
…
