Technological Acceptance Model for Social Media Networking in e-Learning in Higher Educational Institutes

Abstract

Twitter and Facebook are popular among college educators. The use of social media in schools of higher learning has also been the subject of study. The use of social media has opened up new avenues of contact, collaboration, and participation between students and teachers. Accepting students and educators who make use of technological tools to do so requires insight into the factors that shape their propensity to do so. Using the Technology Acceptance Model (TAM) framework, which highlights perceived ease of use, perceived usefulness, and behavioral intention to use new technologies, this paper investigates the extent to which Nigerians are adopting social networking media for e-learning. Quantitative studies made use of surveys. Teachers and students from four different Nigerian schools participated in this survey. The suggested model factors were predicted using structural equation modeling (SEM). Intentions to utilize social media for e-learning by students and faculty at Nigerian institutions were shown to be impacted by these factors: perceived ease of use and perceived utility. The research is limited in that it does not offer any insight into interactive factors such interaction with research group members and peers, interaction with supervisors or lecturers, engagement, or active collaborative learning.

TikTok as a Coping Strategy in Learning English during the COVID-19 Pandemic: Exploring the Acceptance and Usage among Malaysian Undergraduates

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Wireless Local Area Network and Analytical Hierarchy Process: Technology Acceptance Model for Increasing Use of Online Learning

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The Mediating Role of Social Media Usage as a Learning Tool on Students’ Academic Performance: A Structural Equation Modelling (SEM-AMOS) Approach

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