[ Impact des réseaux sociaux dans le milieu de l’enseignement supérieur et universitaire en République Démocratique du Congo, province du Kongo Central dans le territoire de Tshela ]
Volume 42, Issue 4, June 2024, Pages 647–655
Lusiku Muabi Grace1, Kumbu Matalanga Alphonse2, Menga Mbambi Fidèle3, and Tshimpolo Tshitokongo Samuel4
1 Assistant, Institut Supérieur des Techniques Médicales de Tshela, RD Congo
2 Institut Supérieur des Techniques Médicales de Tshela, RD Congo
3 Institut Supérieur des Techniques Médicales de Tshela, RD Congo
4 Institut Supérieur Pédagogique de Kangu à Tshela, RD Congo
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
To reach our research period, we began our study in October 2017 and completed it in June 2018, nine months corresponding to an academic year. Higher education and university institutions would therefore have everything to gain from turning to applications dedicated to learning via this social media. Our study has as its field of research three higher education institutions, namely I.S.P/KANGU, ISTM/Tshela and ISEA/Tshela. Indeed, social networks became popular in the 2000s. They are increasingly used in different ways in the field of information and communication technologies. In view of our scientific reflection, all our respondents often consult social networks. Clearly, the three higher education institutes in the area provide good support to students in the regular use of the Internet. As an illustration, for Internet connection, seventy-seven students or 62.07% use cell phones, thirty-three or 28.49% use Internet cafes and eleven with a percentage of 9.48 use modems. Currently, Facebook is the most used social network. We noted eighty-two or 70% of our respondents against twenty-nine or 25% for WhatsApp. Twitter and YouTube are less used by our respondents.
Author Keywords: impact, social networks, environment, higher and university education.
Volume 42, Issue 4, June 2024, Pages 647–655
Lusiku Muabi Grace1, Kumbu Matalanga Alphonse2, Menga Mbambi Fidèle3, and Tshimpolo Tshitokongo Samuel4
1 Assistant, Institut Supérieur des Techniques Médicales de Tshela, RD Congo
2 Institut Supérieur des Techniques Médicales de Tshela, RD Congo
3 Institut Supérieur des Techniques Médicales de Tshela, RD Congo
4 Institut Supérieur Pédagogique de Kangu à Tshela, RD Congo
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
To reach our research period, we began our study in October 2017 and completed it in June 2018, nine months corresponding to an academic year. Higher education and university institutions would therefore have everything to gain from turning to applications dedicated to learning via this social media. Our study has as its field of research three higher education institutions, namely I.S.P/KANGU, ISTM/Tshela and ISEA/Tshela. Indeed, social networks became popular in the 2000s. They are increasingly used in different ways in the field of information and communication technologies. In view of our scientific reflection, all our respondents often consult social networks. Clearly, the three higher education institutes in the area provide good support to students in the regular use of the Internet. As an illustration, for Internet connection, seventy-seven students or 62.07% use cell phones, thirty-three or 28.49% use Internet cafes and eleven with a percentage of 9.48 use modems. Currently, Facebook is the most used social network. We noted eighty-two or 70% of our respondents against twenty-nine or 25% for WhatsApp. Twitter and YouTube are less used by our respondents.
Author Keywords: impact, social networks, environment, higher and university education.
Abstract: (french)
Pour atteindre notre période de recherche, nous avons commencé notre étude au mois d’octobre 2017 et nous l’avons achevé au mois juin 2018 soit neuf mois qui correspondent à une année académique. Les institutions d’enseignement supérieur et universitaire auraient du coup tout à gagner à se tourner vers des applications consacrées à l’apprentissage via ce média social. Notre étude a pour champ de recherche trois établissements d’enseignement supérieur à savoir l’I.S.P/KANGU, l’ISTM/Tshela et ISEA/Tshela. En effet, les réseaux sociaux se sont popularisés dans les années 2000. De plus en plus, ils sont utilisés de différentes manières dans le domaine des technologies de l’information et de la communication. Au regard de notre réflexion scientifique, tous nos enquêtés consultent souvent les réseaux sociaux. En clair, les trois instituts supérieurs de la place encadrent bien les étudiants dans l’exploitation régulière de l’Internet. A titre d’illustration, pour la connexion à l’Internet, soixante - dix-sept d’étudiants soit 62,07% utilisent le téléphone cellulaire, trente-trois soit 28,49% le cybercafé et onze avec un pourcentage de 9,48 utilisent le modem. Actuellement, le Facebook est le réseau social le plus exploité. Nous avons noté quatre – vingt-deux soit 70% de nos enquêtés contre vingt-neuf soit 25% pour la WhatsApp. Le Twitter est You Tube sont moins utilisés par nos enquêtés.
Author Keywords: impact, réseaux sociaux, milieu, enseignement supérieur et universitaire.
How to Cite this Article
Lusiku Muabi Grace, Kumbu Matalanga Alphonse, Menga Mbambi Fidèle, and Tshimpolo Tshitokongo Samuel, “Impact of social networks in the higher education and university environment in the Democratic Republic of Congo, Kongo Central province in the Tshela territory,” International Journal of Innovation and Applied Studies, vol. 42, no. 4, pp. 647–655, June 2024.
