Using Social Media for Research: The Role of Interactivity, Collaborative Learning, and Engagement on the Performance of Students in Malaysian Post-Secondary Institutes

<p class="3">As social media is widely adopted in collaborative learning, which places teams in a virtual environment, it is critical for teams to identify and leverage the knowledge of their members. Yet little is known about how social media influences teams to coordinate their knowledge and collaborate effectively. In this research, we explore the roles of two kinds of social media activity – information processing and social connection in teamwork – by applying communication and transactive memory systems (TMSs) as the mechanisms of explicit and implicit coordination respectively. We test this model using partial least squares (PLS) method by treating team as the unit of analysis. Drawing on the data from a study that involves 40 teams of graduate students performing a complex research report over eight weeks, we find that both TMSs and communication can significantly improve teamwork outcomes, and communication can help teams to better coordinate implicitly. With regard to social media activities, the results reveal that both information processing and social connection can enhance the level of TMSs; however, only social connection is positively related to communication. Unfortunately, information processing cannot significantly strengthen communication quality. The possible reasons are discussed and some theoretical and practical implications are also put forward.</p>

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Social media – based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

Interactive Learning Environments ◽

10.1080/10494820.2020.1728342 ◽

2020 ◽

pp. 1-14 ◽

Cited By ~ 4

Author(s):

Waleed Mugahed Al-Rahmi ◽

Noraffandy Yahaya ◽

Uthman Alturki ◽

Amen Alrobai ◽

Ahmed A. Aldraiweesh ◽

...

Keyword(s):

Social Media ◽

Collaborative Learning ◽

Learning Success ◽

Moderating Role

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Exploring the role of social media in collaborative learning the new domain of learning

Smart Learning Environments ◽

10.1186/s40561-020-00118-7 ◽

2020 ◽

Vol 7 (1) ◽

Cited By ~ 7

Author(s):

Jamal Abdul Nasir Ansari ◽

Nawab Ali Khan

Keyword(s):

Social Media ◽

Collaborative Learning

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Digital Media and Social Network in the Training of Pre-Service Teachers

Advances in Media, Entertainment, and the Arts - Promoting Global Competencies Through Media Literacy ◽

10.4018/978-1-5225-3082-4.ch006 ◽

2017 ◽

pp. 96-110 ◽

Cited By ~ 1

Author(s):

Tami Seifert

Keyword(s):

Higher Education ◽

Social Networks ◽

Social Media ◽

Social Network ◽

Collaborative Learning ◽

Digital Media ◽

Teaching And Learning ◽

Positive Attitude ◽

Media Environments

The use of Web 2.0 environments and social media in teaching and learning facilitates the provision of participatory and creative, learner-oriented teaching. The proposed chapter describes the role of social media in teaching and learning in colleges of higher education and suggests possible uses and applications for a variety of social media environments in education, especially the environments of Facebook, Twitter, WhatsApp, and Instagram. Social networks facilitate activities that promote involvement, collaboration and engagement. Modeling of best practices using social networks enhances its usage by students, increases student confidence as to its implementation and creates a paradigm shift to a more personalized, participatory and collaborative learning and a more positive attitude towards its implementation.

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WILLINGNESS TO SHARE PERSONAL INFORMATION

Psychological Applications and Trends 2021 ◽

10.36315/2021inpact096 ◽

2021 ◽

Author(s):

Lilly Elisabeth Both ◽

Keyword(s):

Social Media ◽

General Public ◽

Personal Information ◽

Media Exposure ◽

Survey Study ◽

Hierarchical Regression ◽

Online Store ◽

Post Secondary ◽

High School Grades

"The purpose of this study was to examine the factors that influence an individual’s choice to share personal information online. Specifically, the role of age, gender, personality, overall media exposure, and perceived risks and benefits were examined in relation to a willingness to share personal information that differed in sensitivity (high school grades, medical records, income) and differed in target audience (social media, online store, general public). A total of 202 individuals participated in this survey study. The majority were young (M age = 22.46 years, SD = 5.77), single (83.7%), women (80.7 %), with at least some post-secondary education (90.1%). A series of hierarchical regression analyses were conducted. The results indicated that willingness to share personal information on social media was predicted by having higher scores on the personality traits of extraversion, agreeableness, and negative emotionality. Higher scores on perceived purchase benefits and total media exposure also predicted willingness to share personal information on social media. In terms of willingness to share personal information with an online store, total media exposure was a significant predictor along with higher extraversion and lower conscientiousness scores. Finally, willingness to share personal information with the general public was predicted by overall media exposure. Participants generally believed that there were risks involved in sharing personal information, but these risks were considered to be slight. As well, they only slightly disagreed when asked if the internet could be trusted, and were neutral on whether there were purchase benefits to providing personal information."

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