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With the integration of technology in teaching and learning, online learning is not a new instructional strategy in the education landscape. However, the onset of the Covid-19 pandemic has necessitated the implementation of Home-based Learning (HBL) for educators, parents, and students on an unprecedented duration and scale. The notions and the factors associated with the implementation of HBL are yet fully investigated. As such, this study aims to shed light on the prerequisites needed for implementing HBL and suggest its future research direction. The methodology involves a systematic review of the existing studies on ICT-supported formal learning outside the classroom and to identify the prerequisites of HBL from various perspectives of the students, teachers, and parents. By doing so, this report will provide a deeper understanding of the multiple components of HBL and how it is to be taken into consideration when implementing HBL from both the theoretical and practical standpoint.

Despite the increasing amount of literature on the educational potential of social media for learning, little is understood about how different functions of social media might affect learning in the K-12 context, the primary school education context in particular. This study examined the effect on learning of a key function of social media—online sharing. It examined how teacher-organized online schoolwork sharing on a social media-based platform, Seesaw, influenced a group of primary school students’ learning. Survey responses from 337 primary school students revealed that students had positive perceptions of the impact of schoolwork sharing on learning. Structural equation modeling analysis of the survey responses revealed that online schoolwork sharing influenced individual student learning primarily through enhanced perceptions of the value of online sharing for learning from peer review, which influenced learners’ efforts in schoolwork. Efforts in schoolwork then positively influenced students’ self-efficacy in learning. The findings suggest that primary school teachers should actively utilize the sharing function of social media to facilitate student learning. The findings also underscore the importance of enhancing peer review and students’ perceptions of its value in order to maximize the learning potential of online schoolwork sharing for primary school students.