Social Media Versus Learning Management Systems in Open Distance e-Learning: Platform Preferences Among Rural Pre-Service Teachers

This study examined rural pre-service teachers’ preferences for online learning platforms, Telegram, WhatsApp, and Moodle discussion forums in the Open Distance e-Learning environment. This group of students experiences digital illiteracy, limited access to assistive technologies, and network challenges, which may prevent them from optimally utilising formal learning platforms such as Moodle. They can, however, use Telegram and WhatsApp, as they regularly engage informally on these platforms. Against this backdrop, this study explored rural pre-service teachers’ experiences with Moodle and these social media platforms in an Open-Distance e-Learning space. This study employed a descriptive, qualitative case study with semi-structured interviews, guided by Siemens’ Connectivism theory. Fifteen student teachers from the College of Education in an ODeL institution were purposively sampled to provide in-depth insights into their lived experiences of platform use. The findings revealed that, although each platform served a unique instructional function, their perceived professionalism, safety, and interactivity differed substantially. Social media platforms such as Telegram and WhatsApp were lauded for their immediacy, accessibility, and low bandwidth usage, chiefly among rural pre-service teachers from economically disadvantaged communities. However, participants perceived these platforms as unprofessional, disruptive, and unsafe. Conversely, Moodle’s discussion forum was viewed as a credible, structured space that fostered academic discipline through the presence and guidance of lecturers. These contrasting perceptions highlight tensions between accessibility and academic regulation within ODeL environments. Although prior studies support incorporating social media platforms into LMSs, this research extends this discourse by emphasising the need to balance accessibility, interaction, and academic integrity within resource-constrained contexts. The study concludes that social media platforms and discussion forums can complement each other in ODeL, encouraging student interaction and inclusion, while discussion forums ensure educational rigour, safety, and institutional integrity.