scholarly journals The Improvement of Students’ Academic Performance by Using Social Media through Collaborative Learning in Malaysian Higher Education

2014 ◽  
Vol 10 (8) ◽  
Author(s):  
Waleed Mugahed Al rahmi ◽  
Mohd Shahizan Othman ◽  
Mahdi Alhaji Musa
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Collaborative Learning

scholarly journals Using Social Media as a Tool for Improving Academic Performance through Collaborative Learning in Malaysian Higher Education

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Waleed Mugahed Al-rahmi ◽  
Mohd Shahizan Othman ◽  
Lizawati Mi Yusof ◽  
Mahdi Alhaji Musa
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Collaborative Learning

scholarly journals Social Media Used in Higher Education: A Literature Review of Theoretical Models

INSIST ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Waleed Mugahed Al-Rahmi ◽  
Norma Alias ◽  
Mohd Shahizan
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Collaborative Learning ◽  
Literature Review ◽  
Technology Acceptance ◽  
Media Use ◽  
Theoretical Models ◽  
Learning Performance ◽  
Social Media Use

Abstract— This research provides a literature review related with social media used for collaborative learning and engagement in turn, to affect students' academic performance in higher education. Therefore, the main objective of this research is to review models on social media use for active collaborative learning and engagement by interactive and perceptual factors in turn affecting the learning performance of research students. Therefore, this study conducted on two theories constructivism theory and Technology Acceptance Model (TAM). This paper conducted an analysis of studies dedicated to social media use for collaborative learning and engagement based on previous research problems of models, and the theories. According to the literature review and discussion in this research, we noted the full satisfaction of students was through the use of social media for active collaborative learning and engagement to positively affect their learning performance.Keywords— Social Media, Collaborative Learning, Students’ Academic Performance, Theoretical Model 

scholarly journals The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Waleed Al-Rahmi ◽  
Mohd Shahizan Othman ◽  
Lizawati Mi Yusuf
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Collaborative Learning ◽  
Empirical Literature ◽  
Intention To Use ◽  
Learning Engagement ◽  
Use Of Social Media ◽  
Effective Use ◽  
Social Constructivist Learning

<p>Social media is widely considered to improve the collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a review of the empirical literature, and its distinctiveness stems from the focus on collaborative learning and engagement in literature, as dominated by higher education. This study also aims to explore factors that contribute to the enhancement of collaborative learning and engagement through social media.  It is also unique in that it highlights that the effective use of social media depends on users in what is referred to as social interactivity to "collaborative learning, engagement and intention to use social media" - a phenomenon that relies on the theory of social constructivist learning. The findings showed that collaborative learning, engagement and intention to use social media positively and significantly relate to the interactivity of research group members (students and researchers) with supervisors to improve their academic performance in Malaysian higher education.<strong></strong></p>

scholarly journals Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

2021 ◽  
Vol 37 (1) ◽  
pp. 227-243
Author(s):  
Mahir Tahrir Salih Mohammed ◽  
◽  
Faridah Ibrahim ◽  
Norzita Yunus ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Media Multitasking ◽  
Media Usage ◽  
Malaysian Students ◽  
The Relationship ◽  
Academic Self Efficacy

Social media usage is known to harness new lifestyle among the youth. Use of social media promotes the negative as well as positive consequences for the students in general and academic life. This study examined the relationship between social media usage, multitasking of social media, and students' academic self-efficacy on students' academic performance among Malaysian youth. The current work also evaluates the mediating effect of students' academic self-efficacy on social media usage and social media multitasking on their academic performance. This study embraced a cross-sectional research design and quantitative data collected from 644 Malaysian students of higher education institutions. The collected data were analysed using SPSS v23 and PLS-SEM-based SmartPLS 3.1. The findings revealed that social media usage and social media multitasking are positively and significantly related to students' self-efficacy. Moreover, the results also showed that social media usage and multitasking, and students' self-efficacy are significantly associated with their academic performance. The results also exposed the mediational effect of students' self-efficacy on the relationship between social media multitasking and students' academic performance in higher education. The study recommends that by initiating the self-efficacy program in promoting social media's academic use and multitasking among Malaysian higher education students would result in better performance. Keywords: Social Media, self-efficacy, multitasking, media usage, academic performance.

scholarly journals Social Media Applications Affecting Students’ Academic Performance: A Model Developed for Sustainability in Higher Education

2020 ◽  
Vol 12 (16) ◽  
pp. 6471 ◽  
Author(s):  
Mahdi M. Alamri ◽  
Mohammed Amin Almaiah ◽  
Waleed Mugahed Al-Rahmi
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Media Applications

Nowadays, social media applications (SMAs) which are quite popular among students have a significant influence on education sustainability. However, there is a lack of research that explores elements of the constructivist learning approach with the technology acceptance model (TAM) in higher education. Therefore, this research aimed to minimize the literature gap by examining the SMA factors used for active collaborative learning (ACL) and engagement (EN) to affect the students’ academic performance in measuring education sustainability, as well as examining their satisfaction from its use. This study employed constructivism theory and TAM as the investigation model, and applied a quantitative method and analysis through surveying 192 university students at King Faisal University. Using structural equation modeling (SEM), the responses were sorted into nine factors and analyzed to explain students’ academic performance in measuring education sustainability, as well as their satisfaction. The results were analyzed with structural equation modelling; it was shown that all the hypotheses were supported and positively related to sustainability for education, confirming significant relationships between the use of SMAs and the rest of the variables considered in our model (interactivity with peers (IN-P), interactivity with lecturers (IN-L), ACL, EN, perceived ease of use (PEOU), perceived usefulness (PU), SMA use, student satisfaction (SS), and students’ academic performance (SAP).

scholarly journals Leveraging Social Media in Accommodating Collaborative Learning in Indonesian Islamic Higher Education

2019 ◽  
Vol 8 (2S9) ◽  
pp. 151-158
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Collaborative Learning ◽  
Student Performance ◽  
External Validation ◽  
Field Trials ◽  
Design Development ◽  
Internal Validation ◽  
Face To Face ◽  
Online Lectures

The aim of this study is to develop a Social Media-based Online Collaborative Learning (SMOCL) instructional model for higher education that can systematically guide lecturers or teachers to create a suitable blend of individual online lectures and face-to-face collaborative learning activities. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation), a theoretically constructed beginning model was repeatedly upgraded and undertaken internal validation through expert reviews, while External validation was performed with one-to-one with students, small group, and field trials. The implementation of SMOCL at the Islamic University of Indonesia designed by the final model resulted in notable amounts in student performance, attention, relevance, trust, and satisfaction. The results seem to suggest that the SMOCL model can be served to promote students' achievement in cross-cultural understanding

scholarly journals Collaborative Learning Communities for Sustainable Employment through Visual Tools

2020 ◽  
Vol 12 (6) ◽  
pp. 2569
Author(s):  
Rodrigo Martín-García ◽  
Carmen López-Martín ◽  
Raquel Arguedas-Sanz
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Collaborative Learning ◽  
Student Satisfaction ◽  
Learning Community ◽  
Positive Impact ◽  
Personal Characteristics ◽  
Higher Education System ◽  
Project Appraisal ◽  
The Impact

Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning- and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by analyzing student interactions in a collaborative learning community. It assesses the impact of visual tools on academic performance and student satisfaction in employment-focused blended studies, in which enrollees were geographically dispersed undergraduates with a diversity of profiles. A financial studies learning community was created to test students’ interactions in a model conducive to participation as visual content creators and users. Three surveys (pre-project, appraisal of classmates’ visual exercises, and post-project) were conducted to assess project impact. First, we used a univariate approach, focused on students’ characteristics, course and project appraisals, and the effects of the project on academic performance and expectations. Secondly, a bivariate approach was conducted to detect relationships between respondents’ appraisals and personal characteristics and to determine whether their mean scores were the same irrespective of such characteristics. The findings showed that: (1) Students’ preferences concur with those of their employers; (2) participation in innovative initiatives improves students’ perception of course procedures; (3) visual tools have a positive impact on learning, in terms of both academic performance and student satisfaction. The study concludes by providing support for educational institutions´ decision-making around courses and the overall curricula by defining the factors determining academic performance and student satisfaction.

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