Understanding students’ behavior in online social networks: a systematic literature review

Abstract

The use of online social networks (OSNs) has increasingly attracted attention from scholars’ in different disciplines. Recently, student behaviors in online social networks have been extensively examined. However, limited efforts have been made to evaluate and systematically review the current research status to provide insights into previous study findings. Accordingly, this study conducted a systematic literature review on student behavior and OSNs to explicate to what extent students behave on these platforms. This study reviewed 104 studies to discuss the research focus and examine trends along with the important theories and research methods utilized. Moreover, the Stimulus-Organism-Response (SOR) model was utilized to classify the factors that influence student behavior. This study’s results demonstrate that the number of studies that address student behaviors on OSNs have recently increased. Moreover, the identified studies focused on five research streams, including academic purpose, cyber victimization, addiction, personality issues, and knowledge sharing behaviors. Most of these studies focused on the use and effect of OSNs on student academic performance. Most importantly, the proposed study framework provides a theoretical basis for further research in this context.

Medical and public health instructors’ perceptions of online teaching: A qualitative study using the Technology Acceptance Model 2

“…For example, while addressing conceptual knowledge during an online lecture, instructors could check students' understanding of the concept and invite students' participation in using real-life examples and applications. If needed, student group work and projects could be assigned to promote student social and academic interactions in class (Masrom et al, 2021). In addition, it would be helpful to enhance the quality of instruction and communication with students online when an instructor encourages students to turn on their cameras during a synchronous meeting or use learning analytics to monitor medical students' learning progress (Cirigliano et al, 2020).…”

The effect of two educational technology tools on student engagement in Chinese EFL courses

“…Correspondingly, a myriad of advantages of Facebook used as an educational tool has been summarized, such as being a valuable platform to promote student engagement and developing an emotional connection and a stronger sense of community (Chugh & Ruhi, 2018). On the condition that the students use Facebook as an educational tool, desirable results in knowledge sharing and discussion was achieved (Masrom et al 2021). In order to further explore the effect of teacher facilitation on students' learning performance by using WeChat, Xu et al (2020) conducted a quasi-experiment between experiment groups of students (with teacher facilitation) and control groups (without teacher facilitation), and came to the conclusion that behavioral and cognitive engagement were different while emotional engagement was not affected much.…”

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

“…Users make their content by mixing videos, animations, emoticons, images, text, and so on ( Dumpit and Fernandez, 2017 ). As well as sharing their own content, consumers can use and interact with other users’ content, by sharing, liking, and giving comments on them ( Smith, 2017 ; Masrom et al, 2021 ).…”