Determinants of Facebook use among students and its impact on collaborative learning

Alwreikat, Asma; Zaid, Mohammed; Shehata, Ahmed Maher Khafaga

doi:10.1177/02666669211005819

Cited by 8 publications

(16 citation statements)

References 78 publications

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“…Further still, the findings in this study uphold the findings by Alwreikat et al (2021) who in a study to investigate the determinants of Facebook use among students and its impact on collaborative learning held the opinion that the more time spent on Facebook the better learner academic achievement students achieve through collaborative learning. Alwreikat et al (2021) Muthui and Sirera (2017) who in a survey study to establish the implications of time spent on social media on academic performance by adolescents in public day secondary schools in Nakuru East constituency penned that most adolescents spend most time on social media such as FSNP for social interactions which had the potential of contributing to their low academic achievement. Muthui and Sirera further argued that students resisted school rules and regulations to sneak mobile devices to use for social interactions instead of academic use.…”

Section: Discussionsupporting

confidence: 84%

“…Oyelere et al (2021) observed that right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning and increased academic achievement. Similarly, while Alwreikat, Zaid, and Shehata (2021) in a study to investigate the determinants of Facebook use among students and its impact on collaborative learning hold the opinion that the more time spend on FSNP the better learner academic achievement students achieve, the learning activities should be closely monitored by the tutors. Alwreikat et al (2021) emphasized on the need for teachers to regulate the time to control learner concentration on the content learnt.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, while Alwreikat, Zaid, and Shehata (2021) in a study to investigate the determinants of Facebook use among students and its impact on collaborative learning hold the opinion that the more time spend on FSNP the better learner academic achievement students achieve, the learning activities should be closely monitored by the tutors. Alwreikat et al (2021) emphasized on the need for teachers to regulate the time to control learner concentration on the content learnt. The findings from the reviewed studies inform on the potential effect of FSNP on academic achievement among higher education learners.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

et al. 2022

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The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a statistically significant differences in learner academic achievements between learners who spent different amount of time on FSNP and those who did not; t statistic [t (110) = 10.10, p = .00] and [t (145) = 11.37, p = .00] for the post-test mean scores of the students who spent regulated time (less than 3) and unregulated time (more than 3) hours per day on the platform respectively for five weeks. The study concluded that time spend on FSNP has a positive effect on learner academic achievement among Computer Studies students and that regulating the time students spend on the platform enable them to post higher achievement.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

et al. 2022

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“…Social science disciplines had a stronger positive association between perceived benefits and Facebook use. This data confirms that students utilize Facebook for collaborative learning and academic communication (Alwreikat et al, 2022).…”

Section: Facebooksupporting

confidence: 77%

A Review of Social Media Research in Higher English Education

Zhang¹

2022

SMC

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Undoubtedly, social media plays a significant role in many people's lives, studies, and work. There is a positive attitude toward using social media among teachers and students in higher education. The outbreak of COVID-19 has prompted all teachers and students to pay attention to social media and effectively use it to prevent the spread of the virus. The main focus of current research in higher English education is the use of social media tools in different countries worldwide. However, there needs to be a universal teaching tool. The purpose of this article is to provide a comprehensive analysis of the development of social media tools over the past 20 years. Additionally, it describes their role in education and disciplinary learning. Social media has become increasingly popular in education, but its limitations need adequate attention, mainly because they are considered positive.

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“…As a result of the emergence of information technologies in the past few years, the landscape of scholarly communication practices has been under exploration (Manca and Ranieri, 2017; Ward et al , 2019; Hook, 2019; Alwreikat et al , 2021; Watkinson et al , 2016; Kramer and Bosman, 2016). The scholars have found that the elements of the scholarly communication system have been dramatically affected.…”

Section: Change In Scholarly Communication Landscapementioning

confidence: 99%

Arab scholars’ acceptance of informal scholarly communication tools: applying the technology acceptance model 2 (TAM2)

Alwreikat

Shehata

Zaid

2021

GKMC

Self Cite

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Purpose This paper aims to use the technology acceptance model 2 (TAM2) to investigate the perceived ease of use, perceived benefits, barriers to use and acceptance of Arab scholars of informal communication tools in research writing. Design/methodology/approach This study adopted a quantitative approach using a questionnaire distributed among Arab scholars in Jordan, Egypt and Oman. The questionnaire based on the TAM2 model aimed to measure the acceptance of the sample of informal scholarly communication tools. Findings The study’s findings confirmed that the sample is considering informal scholarly communication tools are useful for their research. Informal scholarly communication tools increase the papers’ visibility, leading to a higher number of citations, building scholars’ reputation, creating new collaboration opportunities and maintaining the established collaboration. Research limitations/implications The study’s findings can only be generalized on Arab scholars. The sample size could be one of the limitations, and the sample’s distribution was limited to three Arab universities in Jordan, Oman and Egypt. The authors recommend that future researchers use TAM2 model as a framework for studying the adoption of informal scholarly communication tools in different cultural contexts to achieve a better understanding of factors influencing the adoption of such tools. Practical implications A practical implication of this research is in drawing the attention of higher education institutions for the potentials of these scholarly communication tools in increasing the availability of publications of their scholars and increasing the citation of these publications, which would help in increasing the ranking of scholars, and the rank of these institutions which opens new opportunities of international research collaboration. Social implications The outcomes of this research have several implications for the successful adoption of the TAM2 model. This study brings new knowledge to the literature related to informal scholarly communication adoption by the application of TAM2 constructs to determine the adoption behavior; the findings offered evidence of the TAM2 success in predicting adoption of such tools. Originality/value To the best of the authors’ knowledge, adopting TAM2 in this research will add to knowledge by being one of the first studies to adopt TAM2 to measure acceptance of informal scholarly communication tools.

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Determinants of Facebook use among students and its impact on collaborative learning

Cited by 8 publications

References 78 publications

Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

Effect of Time Spent on Facebook Social Networking Platform on Learner Academic Achievement in Computer Studies in Public Secondary Schools, Nairobi County, Kenya

A Review of Social Media Research in Higher English Education

Arab scholars’ acceptance of informal scholarly communication tools: applying the technology acceptance model 2 (TAM2)

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