Understanding Information Sharing and Source Credibility on Facebook During COVID-19 and School Closures: A Mixed Methods Analysis

This dissertation investigates the dynamics of information sharing and source credibility on Facebook during the COVID-19 lockdown, specifically focusing on school closures. The study combines quantitative and qualitative data collection and analysis using a mixed-methods approach. Grounded in the Uses and Gratifications Theory (UGT), the research aims to understand the motivations behind sharing Facebook posts related to COVID-19 and school closures, categorizing these motivations into cognitive, affective, personal integrative, and social integrative needs.

Quantitative data was collected through a content analysis of Facebook posts retrieved via CrowdTangle, identifying content themes, formats, and engagement metrics, and a survey administered via Qualtrics. The study revealed that posts from TV channels and individual accounts garnered the highest engagement, while educational institutions were less prominent. The survey included closed-ended and open-ended questions, allowing participants to express their motivations, emotional responses, and perceptions of source credibility. The Qualtrics survey found that factors contributing to post-virality included emotional content and source credibility. It also provided an additional understanding of user motivations and behaviors related to information sharing during the COVID-19 lockdowns and school closures. Qualitative data was gathered through a Qualtrics survey distributed to Facebook users, capturing their perspectives on sharing behavior during the pandemic. The thematic analysis highlighted the importance of emotional appeal, relevance, and trust in the source when sharing posts.

Findings indicate that emotional content can highly impact the virality of posts, with users often prioritizing personal narratives and emotional connections possibly over factual accuracy. Source credibility was important, with posts from trusted sources being more likely to be shared. These insights have practical implications for crisis communication strategies and advocate that educational institutions and public health officials craft emotionally resonating and credible messages for effective information dissemination. This research will contribute to the broader fields of crisis communication and social media studies, offering recommendations for improving information dissemination practices in education.