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

Al-Rahmi, Waleed Mugahed; Yahaya, Noraffandy; Alturki, Uthman; Alrobai, Amen; Aldraiweesh, Ahmed; Alsayed, Alhuseen Omar; Kamin, Yusri

doi:10.1080/10494820.2020.1728342

Cited by 85 publications

(90 citation statements)

References 56 publications

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“…Regarding the factors examined, future research can learn from this work and put more factors under investigation since there are plenty of factors influencing collaboration and engagement as sustainability in higher education and have an impact on performance impact on measuring education sustainability. Mixed research approach can be used in future studies to increase multiple ways of looking and social development theory may be collaborated with the interaction model provide more scope for the teaching profession [13,65]. This study suggests certain factors such as enjoyment and motivation among others.…”

Section: Future Researchmentioning

confidence: 88%

“…And the third part includes the ability to model acceptance of (SNAs) with constructivism theory as the potential model of constructs, with both interaction and perceptual factors present in the (SNAs) in the educational context [12]. Additionally, there are insufficient models for understanding the (SNAs) usage and its impact performance as sustainability in higher education [13]. Conversely, this study has shifted the focus to the social and task characteristics (compatibility and task-technology-fit).…”

Section: A Problem Statementmentioning

confidence: 99%

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The Role of Compatibility and Task-Technology Fit (TTF): On Social Networking Applications (SNAs) Usage as Sustainability in Higher Education

2020

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This study aimed to alleviate the gap between the literature regarding the Social Networking Applications (SNAs) use for active collaboration and engagement as sustainability in higher education and task-technology-fit (TTF) and compatibility on their consequence on students' satisfaction and their performance impact its sustainability used in higher education. Although researchers have examined (SNAs) usage within multiple situations, the roles of (TTF) and compatibility as mediating variables have not been investigated through TAM model and constructivism theory on measuring education sustainability. Overall 602 students and researchers took part in this study, which were selected from public university. Using the method of structural equation modeling (SEM), we surveyed to discover the perception of students toward the (SNAs). Based on the results, the (SNAs) use for collaboration and engagement as sustainability in higher education, and TTF and compatibility positively impacted the student's learning performance on measuring education sustainability, and they were found to be completely pleased with the perceived ease of use and perceived usefulness. In conclusion, the role of TTF and compatibility presents positive influences performances related to sustainability for education; and both factors mediates associations among collaboration and engagement as sustainability in higher education, students' satisfaction on (SNAs) usage and students' performance related to sustainability for education. Therefore, their impact should be encouraged in learning processes in higher education institutions.

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Section: Future Researchmentioning

confidence: 88%

Section: A Problem Statementmentioning

confidence: 99%

The Role of Compatibility and Task-Technology Fit (TTF): On Social Networking Applications (SNAs) Usage as Sustainability in Higher Education

2020

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“…social constructivism theory of engagement implements and Cooperative learning, interaction through which students can build self-skills acquired a person through experience or education by inadvertently gaining learning from a teacher and sharing experiences with their peers rather by actively engaging in their own learning processes [4,5]. Thus, this research is expected the gaps in knowledge to be filled by developing a Model of social media use to affect Students' Performance especially as influencing behavior of study in Malaysian Higher Education.…”

Section: Introductionmentioning

confidence: 99%

Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

Al-Rahmi¹

2020

Preprint

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This paper aimed to use social media impact on student studies in higher education. Apart from enjoyment and academic purposes, many educational practices and processes have been influenced by social networks. This paper highlighted the use of media tools in higher education as well as indicates out some of the factors. Moreover, through a literature review of related articles, we aim to provide insights into the impacts of a social network on educational quality, actual use of social media, and performance impact in higher education. A questionnaire survey on constructivism was circulated among a total of 206 university students as the key method for collecting data. This research hypothesizes educational quality and actual social media use indicates a positive effect in education, all of which also hypothesizes constructivism for educational quality and actual social media that in turn improve students’ satisfaction, and performance impact. Moreover, all research findings were attained through a quantitative method using the Structural Equation Modeling (SEM-AMOS). Findings of this research to indicate a positive effects students on their academic through behavioral intention to utilize social media to actual social media use for teaching and learning on higher education. Moreover, the results mention the use of social media for learning purpose, as well as social media to enables the sharing of knowledge, discussions, and information to enhance students' learning activities, Further studies are recommended which universities educators should take this into consideration when planning their curricula; it comes to the inclusion of technology in the teaching process.

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“…Therefore, additional investigation is needed in the area of attitude antecedents towards SMA use for ACL and on measuring education sustainability [19]. Both psychological and emotional problems such as fear, discomfort, anger, insecurity, and sadness were reported as results of cyberstalking and cyberbullying via SMAs [20][21][22]. SMAs use effect SAP and ACL on measuring education sustainability however, some users' get risk of being affected by cyberstalking and cyberbullying [20,23].…”

Section: Introductionmentioning

confidence: 99%

“…Both psychological and emotional problems such as fear, discomfort, anger, insecurity, and sadness were reported as results of cyberstalking and cyberbullying via SMAs [20][21][22]. SMAs use effect SAP and ACL on measuring education sustainability however, some users' get risk of being affected by cyberstalking and cyberbullying [20,23]. Therefore, the present research attempts to address this gap in the literature by conducting an investigation on the usage of SMAs for the purposes of sustainability in education that influences both academic performance and student satisfaction.…”

Section: Introductionmentioning

confidence: 99%

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

2020

Self Cite

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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).

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

Cited by 85 publications

References 56 publications

The Role of Compatibility and Task-Technology Fit (TTF): On Social Networking Applications (SNAs) Usage as Sustainability in Higher Education

The Role of Compatibility and Task-Technology Fit (TTF): On Social Networking Applications (SNAs) Usage as Sustainability in Higher Education

Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

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

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