1.1 Introduction
Web based social networking system is a platform that utilizes internet technologies to create an online community where users can interact, share information, and collaborate. In the context of university students, it integrates both social and academic features to support their unique needs (Boyd & Ellison, 2007). The rapid growth of web-based technologies has revolutionized how individuals interact and communicate, particularly in academic environments. University students, in particular, stand to benefit from these advancements as they navigate the complexities of academic life, social integration, and professional development. Traditional social networking platforms like Facebook and Twitter have demonstrated the potential of online communities in fostering connectivity and interaction (Boyd & Ellison, 2007). However, these platforms often lack the specific functionalities and focus needed to support the academic and social needs of university students.
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
The history of web-based social networking systems traces back to the early 2000s, a period marked by the emergence of platforms designed to connect individuals and foster online communities. One of the earliest and most influential social networking sites was Friendster, launched in 2002, which laid the groundwork for subsequent platforms by allowing users to create profiles and connect with friends. This was quickly followed by MySpace in 2003 and Facebook in 2004, both of which expanded on the concept by introducing more sophisticated features and broader user bases (Boyd & Ellison, 2007). Facebook, originally created for Harvard University students, quickly expanded to other universities and eventually to the general public, demonstrating the immense potential of social networking within academic environments. This success highlighted the value of online communities in facilitating communication and resource sharing among students. The platform's initial focus on university students underscored the unique social and academic needs of this demographic, paving the way for more specialized systems (Ellison, Steinfield, & Lampe, 2007).
The idea of leveraging social networking for educational purposes gained traction as researchers and educators recognized the benefits of these platforms in enhancing student engagement and collaboration. Studies have shown that social networking sites can support academic activities by providing informal learning environments where students can discuss course materials, collaborate on projects, and share resources (Junco, 2012). However, the general nature of platforms like Facebook and MySpace often meant that they lacked specific features needed for academic purposes, such as structured forums for academic discussions, tools for organizing study groups, and integration with university resources.
The evolution of social networking has had a profound effect on how people communicate and interact, offering new opportunities for connectivity and collaboration. This transformation is particularly significant in academic settings, where effective communication and resource sharing are crucial for student success. Historically, university students have relied on various forms of communication and collaboration tools, ranging from email to learning management systems (LMS). However, these tools often lack the social engagement features that make modern social networking platforms so popular (Junco, Heiberger, & Loken, 2011).
Traditional LMS platforms, while effective for disseminating course materials and facilitating online discussions, are typically limited in their ability to foster a sense of community and social interaction among students. Social networking sites (SNS) like Facebook and LinkedIn have demonstrated the potential of online communities to support both social and professional networking. However, these platforms are not specifically designed to address the unique needs of university students, such as organizing study groups, accessing academic resources, and participating in university events (Manca & Ranieri, 2016).
The concept of leveraging social networking within academic contexts is supported by the idea that these platforms can enhance learning experiences by promoting engagement and interaction among students (Tess, 2013). A dedicated Web-Based Social Networking System for university students can provide a more targeted approach, combining the strengths of traditional learning management systems and popular SNS. This system can offer personalized profiles, academic forums, event notifications, and study groups, creating a comprehensive platform that supports both academic and social needs.
The proposed system offers features such as personalized profiles, academic forums, event notifications, and study groups, all designed to cater to the unique requirements of university students. These functionalities not only facilitate better communication and interaction but also promote active engagement and collaboration in academic pursuits. The integration of these features within a single platform ensures that students have access to a supportive online community that complements their educational experience. Furthermore, the implementation of contemporary web technologies ensures a user-friendly interface, seamless navigation, and robust performance, essential for maintaining student engagement.
1.3 Statement of Problem
Investigation revealed that despite the proliferation of social networking platforms and learning management systems (LMS), university students often face significant challenges in finding a platform that adequately meets both their academic and social needs. Traditional LMS, such as Blackboard and Moodle, focus primarily on course management and content delivery but frequently lack features that promote social interaction and community building among students (Manca & Ranieri, 2016). Conversely, popular social networking sites like Facebook and Instagram, while effective for social interaction, do not provide the academic tools necessary for effective study and collaboration (Selwyn, 2009).
This disconnect creates several problems for university students. Firstly, the lack of integrated academic and social features within a single platform forces students to juggle multiple tools, leading to inefficiencies and reduced productivity. For example, a student might use an LMS for accessing course materials and assignments, a separate forum or group chat for study discussions, and yet another platform for socializing and networking. This fragmentation not only complicates their workflow but also hinders the seamless transition between academic and social activities, which is crucial for a balanced university experience (Smith, 2016).
Additionally, existing platforms often do not adequately support the formation and management of study groups, which are critical for collaborative learning. Effective study groups require features such as scheduling tools, shared document repositories, and group communication channels. The lack of these functionalities in traditional social networking sites means that students miss out on opportunities for peer learning and support, which are integral to the educational process (Garrison & Vaughan, 2008).
Furthermore, event coordination and participation are vital aspects of university life that are poorly supported by current tools. University students often need to stay informed about academic deadlines, extracurricular activities, and social events. The absence of a centralized platform that provides timely notifications and updates can lead to missed opportunities and decreased involvement in university life (Junco, 2012).
1.4 Aim and Objectives of the Study
The aim of the study is to design and implement a web based social networking system for University students. In achieving this aim, the following specific objectives were laid out as follows to develop an application software that will:
- Create an intuitive and accessible user interface that allows students to easily navigate the platform, access academic resources, and engage in social interactions;
- Implement robust security measures to protect user data and privacy, ensuring that students can use the platform safely and confidently;
- Enhance the department document management and reduce queue in seeing of lecturers and head of departments;
- Reduce anti Socialism and create an educative groups online to enhance learning; and
- Ensure compatibility and integration with existing university systems and student information systems for a seamless user experience.
1.5 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- Students: The system will provide students with an integrated platform that supports both their academic and social needs. By facilitating seamless communication, collaboration, and resource sharing, the system will enhance their learning experience and foster a sense of community, ultimately contributing to improved academic performance and personal development.
- Faculty and Instructors: Faculty members will benefit from a more engaged and collaborative student body. The system's academic features, such as discussion forums and study groups, will allow instructors to better facilitate learning, monitor student progress, and provide timely feedback. Additionally, the platform can serve as a tool for coordinating and promoting academic events and activities.
- University Administration: For university administrators, the system offers a centralized platform for communication and event management. It will streamline the dissemination of important information, such as academic deadlines and university events, ensuring that students are well-informed and more likely to participate in campus activities. This can lead to higher student satisfaction and retention rates.
- IT and Technical Support Teams: The development and maintenance of a dedicated social networking system can provide the university's IT and technical support teams with valuable insights into user behavior and system performance. This can guide future improvements and innovations, ensuring that the platform remains effective and user-friendly.
- Parents and Guardians: The system indirectly benefits parents and guardians by contributing to the overall success and well-being of their children. A supportive and engaging online environment can enhance students' academic and social experiences, leading to better outcomes and greater satisfaction with their university life. This, in turn, can provide parents and guardians with peace of mind, knowing that their children are supported in a comprehensive manner.
1.6 Scope of Study
The scope of the research is focused on the design and implementation of a web based social networking system for University students.
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.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this research work. There were lots of information needed from the staffs of this institution to enhance the study which took them time to release, hence the scope was reduced.
- 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
Web-Based Social Networking System:
A platform that utilizes internet technologies to create an online community where users can interact, share information, and collaborate. In the context of university students, it integrates both social and academic features to support their unique needs (Boyd & Ellison, 2007).
Learning Management System (LMS):
It is a software application used for the administration, documentation, tracking, reporting, automation, and delivery of educational courses or training programs. Examples include Blackboard and Moodle, which primarily focus on course management and content delivery (Watson & Watson, 2007).
Social Media:
It refers to digital tools and platforms that facilitate the creation, sharing, and exchange of information, ideas, and content among users. Social media platforms such as Facebook, Twitter, and Instagram are commonly used for social interaction and networking (Kaplan & Haenlein, 2010).
Academic Collaboration:
It is the process by which students work together on academic tasks, such as group projects, study sessions, and discussion forums, to achieve common learning goals. Effective academic collaboration enhances understanding and retention of course material (Dillenbourg, 1999).
User Interface (UI):
It is the space where interactions between humans and machines occur. The goal of a UI is to facilitate effective operation and control of the machine from the human end, while the machine simultaneously provides feedback that aids the operators' decision-making process (Shneiderman et al., 2016).
User Engagement:
It is the extent to which users interact with a platform, showing active involvement and participation. High user engagement is critical for the success of web-based platforms, as it indicates that users find value and satisfaction in the system (O'Brien & Toms, 2008).
Data Security:
It is the practice of protecting digital information from unauthorized access, corruption, or theft throughout its entire lifecycle. In the context of a social networking system, data security measures are essential to protect user privacy and sensitive information (Stallings, 2017).
Community Building:
It is the process of creating or enhancing a sense of community among members of a group, often through activities that promote interaction, shared values, and mutual support. In university settings, community building is crucial for student engagement and retention (McMillan & Chavis, 1986).
Event Coordination:
The organization and management of events, including planning, scheduling, promotion, and execution. Effective event coordination ensures that students are aware of and can participate in academic, social, and extracurricular activities (Allen et al., 2011).
Remote Learning:
It is an educational process where students engage in learning activities without being physically present in a traditional classroom setting. Remote learning often relies on digital platforms to facilitate instruction, communication, and assessment (Moore et al., 2011).
