A practitioner's enquiry into the benefits of social networking services in the teaching and learning of Business Studies at a particular high school in Eswatini.

Masters Degree. University of KwaZulu-Natal, Durban.Teaching and learning environments have been transmuted by web 2.0 tools with no resistance. We understand Web 2.0 tools as online collaborations in which internet visitors share information through social networks. The benefits achieved in using social networks in teaching and learning were development of critical thinking, confidence, independence, deep engagement, global awareness, development of problem solving skills, promoting growth towards creativity and innovation in learners. From a technical point of view, social networks are applications stored in common electronic devices such as desktops, laptops, or cellular phones. They are web-based application systems with which people connect based on shared common interests, where such common interests can be academic, business oriented, professional, personal, or social. The benefits we achieve and enjoy as a result of using social networks (collections of tools and facilities) and social networking principles (the practice of using social networks) are referred to as social networking services. Generally, social networking services prevalently allow individuals to construct public profiles within bounded systems, articulate other users with whom to share connections, and traverse connections with them. Use of social networking services has become more popular with learners in recent years. The world is experiencing an increased demand for smartphones, enabling holders to access the internet anytime anywhere. People are often and always connected online through various social networking services. Educators, parents and learners are not an exception, depicting citizens who are connected. The purpose of this research is to investigate mechanism in which the benefits of social networking services can be integrated into the teaching and learning of Business studies at a particular school in Eswatini. A mixed methodology in which both qualitative and quantitative data sought was used. A total of one hundred and thirty three learners were randomly selected as participants of the practitioner’s enquiry. These learners were from Forms 1, 2, and 3 classes. A questionnaire was administered to gather relevant data pertaining to learners’ perceptions of the envisioned benefits and how social networking services could be integrated into teaching and learning. Generally, the study gathered that, although ignorant at the time of data collection, most learners were convinced that integration of social networking services in teaching and learning endeavours would encourage deep learning, foster engagement, enhance collaboration, and v infuse creativity. The study ascertains possibilities of successful awareness campaigns in which the values of social networking services for collaborated scholarly purposes are preached. The value of this study was also noted to the teachers, parents, schools, the ministry of education, and the community at large. Precisely, the study provides a creative strategy for shifting the purpose of social networking services in learners, from social based values to more effective teaching and learning endeavours. The recommendations made are aligned to the views purported in Pavlov’s classical conditioning theory, suggesting that – repeated attempts to shift learners’ interest when they are online would, one day, yield positive outcomes with communal benefits. To the best of my knowledge, this is a creative and innovative strategy for integrating social networking services into teaching and learning contexts