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Can Social Media Be a Tool for Learning and Growth in Schools?

Or is it something to keep as far away as possible from the classroom and extracurricular activities?

By Michael Gonchar

Find all our Student Opinion questions here.

How does your school view social media like Facebook, Twitter, Instagram, YouTube and TikTok ? Does it have its own social media accounts? Do teachers and staff use any of these popular apps to engage with students in the classroom or in after-school clubs?

Do you think social media provides opportunities for learning and growth? Or are these apps at best just entertainment and distractions from school, and at worst, places for gossip, bullying and misinformation?

In “ High Schools to TikTok: We’re Catching Feelings ,” Taylor Lorenz writes about how the app TikTok is getting the stamp of approval in some schools:

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• Open access
• Published: 16 March 2020

Exploring the role of social media in collaborative learning the new domain of learning

• Jamal Abdul Nasir Ansari 1 &
• Nawab Ali Khan 1  

Smart Learning Environments volume  7 , Article number:  9 ( 2020 ) Cite this article

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This study is an attempt to examine the application and usefulness of social media and mobile devices in transferring the resources and interaction with academicians in higher education institutions across the boundary wall, a hitherto unexplained area of research. This empirical study is based on the survey of 360 students of a university in eastern India, cognising students’ perception on social media and mobile devices through collaborative learning, interactivity with peers, teachers and its significant impact on students’ academic performance. A latent variance-based structural equation model approach was followed for measurement and instrument validation. The study revealed that online social media used for collaborative learning had a significant impact on interactivity with peers, teachers and online knowledge sharing behaviour.

Additionally, interactivity with teachers, peers, and online knowledge sharing behaviour has seen a significant impact on students’ engagement which consequently has a significant impact on students’ academic performance. Grounded to this finding, it would be valuable to mention that use of online social media for collaborative learning facilitate students to be more creative, dynamic and research-oriented. It is purely a domain of knowledge.

Introduction

The explosion of Information and Communication Technology (ICT) has led to an increase in the volume and smoothness in transferring course contents, which further stimulates the appeasement of Digital Learning Communities (DLCs). The millennium and naughtiness age bracket were Information Technology (IT) centric on web space where individual and geopolitical disperse learners accomplished their e-learning goals. The Educause Center for Applied Research [ECAR] ( 2012 ) surveyed students in higher education mentioned that students are pouring the acceptance of mobile computing devices (cellphones, smartphones, and tablet) in Higher Education Institutions (HEIs), roughly 67% surveyed students accepted that mobile devices and social media play a vital role in their academic performance and career enhancement. Mobile devices and social media provide excellent educational e-learning opportunities to the students for academic collaboration, accessing in course contents, and tutors despite the physical boundary (Gikas & Grant, 2013 ). Electronic communication technologies accelerate the pace of their encroachment of every aspect of life, the educational institutions incessantly long decades to struggle in seeing the role of such devices in sharing the contents, usefulness and interactivity style. Adoption and application of mobile devices and social media can provide ample futuristic learning opportunities to the students in accessing course contents as well as interaction with peers and experts (Cavus & Ibrahim, 2008 , 2009 ; Kukulska-Hulme & Shield, 2008 ; Nihalani & Mayrath, 2010 ; Richardson & Lenarcic, 2008 , Shih, 2007 ). Recently Pew Research Center reported that 55% American teenage age bracket of 15–17 years using online social networking sites, i.e. Myspace and Facebook (Reuben, 2008 ). Social media, the fast triggering the mean of virtual communication, internet-based technologies changed the life pattern of young youth.

Use of social media and mobile devices presents both advantages as well as challenges, mostly its benefits seen in terms of accessing course contents, video clip, transfer of the instructional notes etc. Overall students feel that social media and mobile devices are the cheap and convenient tools of obtaining relevant information. Studies in western countries have confronted that online social media use for collaborative learning has a significant contribution to students’ academic performance and satisfaction (Zhu, 2012 ). The purpose of this research project was to explore how learning and teaching activities in higher education institutions were affected by the integration and application of mobile devices in sharing the resource materials, interaction with colleagues and students’ academic performance. The broad goal of this research was to contemporise the in-depth perspectives of students’ perception of mobile devices and social media in learning and teaching activities. However, this research paper paid attention to only students’ experiences, and their understanding of mobile devices and social media fetched changes and its competency in academic performance. The fundamental research question of this research was, what are the opinions of students on social media and mobile devices when it is integrating into higher education for accessing, interacting with peers.

A researcher of the University of Central Florida reported that electronic devices and social media create an opportunity to the students for collaborative learning and also allowed the students in sharing the resource materials to the colleagues (Gikas & Grant, 2013 ). The result of the eight Egyptian universities confirmed that social media have the significant impact on higher education institutions especially in term of learning tools and teaching aids, faculty members’ use of social media seen at a minimum level due to several barriers (internet accessibility, mobile devices etc.).

Social media and mobile devices allow the students to create, edit and share the course contents in textual, video or audio forms. These technological innovations give birth to a new kind of learning cultures, learning based on the principles of collective exploration and interaction (Selwyn, 2012 ). Social media the phenomena originated in 2005 after the Web2.0 existence into the reality, defined more clearly as “a group of Internet-based applications that build on the ideological and technological foundation of web 2.0 and allow creation and exchange of user-generated contents (Kaplan & Haenlein, 2010 ). Mobile devices and social media provide opportunities to the students for accessing resources, materials, course contents, interaction with mentor and colleagues (Cavus & Ibrahim, 2008 , 2009 ; Richardson & Lenarcic, 2008 ).

Social media platform in academic institutions allows students to interact with their mentors, access their course contents, customisation and build students communities (Greenhow, 2011a , 2011b ). 90% school going students currently utilise the internet consistently, with more than 75% teenagers using online networking sites for e-learning (DeBell & Chapman, 2006 ; Lenhart, Arafeh, & Smith, 2008 ; Lenhart, Madden, & Hitlin, 2005 ). The result of the focus group interview of the students in 3 different universities in the United States confirmed that use of social media created opportunities to the learners for collaborative learning, creating and engaging the students in various extra curriculum activities (Gikas & Grant, 2013 ).

Research background and hypotheses

The technological innovation and increased use of the internet for e-learning by the students in higher education institutions has brought revolutionary changes in communication pattern. A report on 3000 college students in the United States revealed that 90% using Facebook while 37% using Twitter to share the resource materials as cited in (Elkaseh, Wong, & Fung, 2016 ). A study highlighted that the usage of social networking sites in educational institutions has a practical outcome on students’ learning outcomes (Jackson, 2011 ). The empirical investigation over 252 undergraduate students of business and management showed that time spent on twitter and involvement in managing social lives and sharing information, course-related influences their performance (Evans, 2014 ).

Social media for collaborative learning, interactivity with teachers, interactivity with peers

Many kinds of research confronted on the applicability of social media and mobile devices in higher education for interaction with colleagues.90% of faculty members use some social media in courses they were usually teaching or professional purposes out of the campus life. Facebook and YouTube are the most visited sites for the professional outcomes, around 2/3rd of the all-faculty use some medium fora class session, and 30% posted contents for students engagement in reading, view materials (Moran, Seaman, & Tinti-Kane, 2011 ). Use of social media and mobile devices in higher education is relatively new phenomena, completely hitherto area of research. Research on the students of faculty of Economics at University of Mortar, Bosnia, and Herzegovina reported that social media is already used for the sharing the materials and exchanges of information and students are ready for active use of social networking site (slide share etc.) for educational purposes mainly e-learning and communication (Mirela Mabić, 2014 ).

The report published by the U.S. higher education department stated that the majority of the faculty members engaged in different form of the social media for professional purposes, use of social media for teaching international business, sharing contents with the far way students, the use of social media and mobile devices for sharing and the interactive nature of online and mobile technologies build a better learning environment at international level. Responses on 308 graduate and postgraduate students in Saudi Arabia University exhibited that positive correlation between chatting, online discussion and file sharing and knowledge sharing, and entertainment and enjoyment with students learning (Eid & Al-Jabri, 2016 ). The quantitative study on 168 faculty members using partial least square (PLS-SEM) at Carnegie classified Doctoral Research University in the USA confirmed that perceived usefulness, external pressure and compatibility of task-technology have positive effect on social media use, the higher the degree of the perceived risk of social media, the less likely to use the technological tools for classroom instruction, the study further revealed that use of social media for collaborative learning has a positive effect on students learning outcome and satisfaction (Cao, Ajjan, & Hong, 2013 ). Therefore, the authors have hypothesized:

H1: Use of social media for collaborative learning is positively associated with interactivity with teachers.

Additionally, Madden and Zickuhr ( 2011 ) concluded that 83% of internet user within the age bracket of 18–29 years adopting social media for interaction with colleagues. Kabilan, Ahmad, and Abidin ( 2010 ) made an empirical investigation on 300 students at University Sains Malaysia and concluded that 74% students found to be the same view that social media infuses constructive attitude towards learning English (Fig. 1 ).

Research Model

Reuben ( 2008 ) concluded in his study on social media usage among professional institutions revealed that Facebook and YouTube used over half of 148 higher education institutions. Nevertheless, a recent survey of 456 accredited United States institutions highlighted 100% using some form of social media, notably Facebook 98% and Twitter 84% for e-learning purposes, interaction with mentors (Barnes & Lescault, 2011 ).

Information and communication technology (ICT), such as web-based application and social networking sites enhances the collaboration and construction of knowledge byway of instruction with outside experts (Zhu, 2012 ). A positive statistically significant relationship was found between student’s use of a variety of social media tools and the colleague’s fellow as well as the overall quality of experiences (Rutherford, 2010 ). The potential use of social media leads to collaborative learning environments which allow students to share education-related materials and contents (Fisher & Baird, 2006 ). The report of 233 students in the United States higher educations confirmed that more recluse students interact through social media, which assist them in collaborative learning and boosting their self-confidence (Voorn & Kommers, 2013 ). Thus hypotheses as

H2: Use of social media for collaborative learning is positively associated with interactivity with peers.

Social media for collaborative learning, interactivity with peers, online knowledge sharing behaviour and students’ engagement

Students’ engagement in social media and its types represent their physical and mental involvement and time spent boost to the enhancement of educational Excellency, time spent on interaction with peers, teachers for collaborative learning (Kuh, 2007 ). Students’ engagement enhanced when interacting with peers and teacher was in the same direction, shares of ideas (Chickering & Gamson, 1987 ). Engagement is an active state that is influenced by interaction or lack thereof (Leece, 2011 ). With the advancement in information technology, the virtual world becomes the storehouse of the information. Liccardi et al. ( 2007 ) concluded that 30% students were noted to be active on social media for interaction with their colleagues, tutors, and friends while more than 52% used some social media forms for video sharing, blogs, chatting, and wiki during their class time. E-learning becomes now sharp and powerful tools in information technology and makes a substantial impact on the student’s academic performance. Sharing your knowledge will make you better. Social network ties were shown to be the best predictors of online knowledge sharing intention, which in turn associated with knowledge sharing behaviour (Chen, Chen, & Kinshuk, 2009 ). Social media provides the robust personalised, interactive learning environment and enhances in self-motivation as cited in (Al-Mukhaini, Al-Qayoudhi, & Al-Badi, 2014 ). Therefore, it was hypothesised that:

H3: Use of social media for collaborative learning is positively associated with online knowledge sharing behaviour.

Broadly Speaking social media/sites allow the students to interact, share the contents with colleagues, also assisting in building connections with others (Cain, 2008 ). In the present era, the majority of the college-going students are seen to be frequent users of these sophisticated devices to keep them informed and updated about the external affair. Facebook reported per day 1,00,000 new members join; Facebook is the most preferred social networking sites among the students of the United States as cited in (Cain, 2008 ). The researcher of the school of engineering, Swiss Federal Institute of Technology Lausanne, Switzerland, designed and developed Grasp, a social media platform for their students’ collaborative learning, sharing contents (Bogdanov et al., 2012 ). The utility and its usefulness could be seen in the University of Geneva and Tongji University at both two educational places students were satisfied and accept ‘ Grasp’ to collect, organised and share the contents. Students use of social media will interact ubiquity, heterogeneous and engaged in large groups (Wankel, 2009 ). So we hypotheses

H4: More interaction with teachers leads to higher students’ engagement.

However, a similar report published on 233 students revealed that social media assisted in their collaborative learning and self-confidence as they prefer communication technology than face to face communication. Although, the students have the willingness to communicate via social media platform than face to face (Voorn & Kommers, 2013 ). The potential use of social media tools facilitates in achieving higher-level learning through collaboration with colleagues and other renewed experts in their field (Junco, Heiberger, & Loken, 2011 ; Meyer, 2010 ; Novak, Razzouk, & Johnson, 2012 ; Redecker, Ala-Mutka, & Punie, 2010 ). Academic self-efficacy and optimism were found to be strongly related to performance, adjustment and consequently both directly impacted on student’s academic performance (Chemers, Hu, & Garcia, 2001 ). Data of 723 Malaysian researchers confirmed that both male and female students were satisfied with the use of social media for collaborative learning and engagement was found positively affected with learning performance (Al-Rahmi, Alias, Othman, Marin, & Tur, 2018 ). Social media were seen as a powerful driver for learning activities in terms of frankness, interactivity, and friendliness.

Junco et al. ( 2011 ) conducted research on the specific purpose of the social media; how Twitter impacted students’ engagement, found that it was extent discussion out of class, their participation in panel group (Rodriguez, 2011 ). A comparative study conducted by (Roblyer, McDaniel, Webb, Herman, & Witty, 2010 ) revealed that students were more techno-oriented than faculty members and more likely using Facebook and such similar communication technology to support their class-related task. Additionally, faculty members were more likely to use traditional techniques, i.e. email. Thus hypotheses framed is that:

H5: More interaction with peers ultimately leads to better students’ engagement.

Social networking sites and social media are closely similar, which provide a platform where students can interact, communicate, and share emotional intelligence and looking for people with other attitudes (Gikas & Grant, 2013 ). Facebook and YouTube channel use also increased in the skills/ability and knowledge and outcomes (Daniel, Isaac, & Janet, 2017 ). It was highlighted that 90% of faculty members were using some sort of social media in their courses/ teaching. Facebook was the most visited social media sites as per study, 40% of faculty members requested students to read and views content posted on social media; majority reports that videos, wiki, etc. the primary source of acquiring knowledge, social networking sites valuable tool/source of collaborative learning (Moran et al., 2011 ). However, more interestingly, in a study which was carried out on 658 faculty members in the eight different state university of Turkey, concluded that nearly half of the faculty member has some social media accounts.

Further reported that adopting social media for educational purposes, the primary motivational factor which stimulates them to use was effective and quick means of communication technology (Akçayır, 2017 ). Thus hypotheses formulated is:

H6: Online knowledge sharing behaviour is positively associated with the students’ engagement.

Using multiple treatment research design, following act-react to increase students’ academic performance and productivity, it was observed when self–monitoring record sheet was placed before students and seen that students engagement and educational productivity was increased (Rock & Thead, 2007 ). Student engagement in extra curriculum activities promotes academic achievement (Skinner & Belmont, 1993 ), increases grade rate (Connell, Spencer, & Aber, 1994 ), triggering student performance and positive expectations about academic abilities (Skinner & Belmont, 1993 ). They are spending time on online social networking sites linked to students engagement, which works as the motivator of academic performance (Fan & Williams, 2010 ). Moreover, it was noted in a survey of over 236 Malaysian students that weak association found between the online game and student’s academic performance (Eow, Ali, Mahmud, & Baki, 2009 ). In a survey of 671 students in Jordan, it was revealed that student’s engagement directly influences academic performance, also seen the indirect effect of parental involvement over academic performance (Al-Alwan, 2014 ). Engaged students are perceptive and highly active in classroom activities, ready to participate in different classroom extra activities and expose motivation to learn, which finally leads in academic achievement (Reyes, Brackett, Rivers, White, & Salovey, 2012 ). A mediated role of students engagement seen in 1399 students’ classroom emotional climate and grades (Reyes et al., 2012 ). A statistically significant relation was noticed between online lecture and exam performance.

Nonetheless, intelligence quotient, personality factors, students must be engaged in learning activities as cited in (Bertheussen & Myrland, 2016 ). The report of the 1906 students at 7 universities in Colombia confirmed that the weak correlation between collaborative learning, students faculty interaction with academic performance (Pineda-Báez et al., 2014 ) Thus, the hypothesis

H7: Student's Engagement is positively associated with the student's academic performance.

Methodology

To check the students’ perception on social media for collaborative learning in higher education institutions, Data were gathered both offline and online survey administered to students from one public university in Eastern India (BBAU, Lucknow). For the sake of this study, indicators of interactivity with peers and teachers, the items of students engagement, the statement of social media for collaborative learning, and the elements of students’ academic performance were adopted from (AL-Rahmi & Othman, 2013 ). The statement of online knowledge sharing behaviour was taken from (Ma & Yuen, 2011 ).

The indicators of all variables which were mentioned above are measured on the standardised seven-point Likert scale with the anchor (1-Strongly Disagree, to 7-Strongly Agree). Interactivity with peers was measured using four indicators; the sample items using social media in class facilitates interaction with peers ; interactivity with teachers was measured using four symbols, the sample item is using social media in class allows me to discuss with the teacher. ; engagement was measured using three indicators by using social media I felt that my opinions had been taken into account in this class ; social media for collaborative learning was measured using four indicators collaborative learning experience in social media environment is better than in a face-to-face learning environment ; students’ academic performance was measured using five signs using social media to build a student-lecturer relationship with my lecturers, and this improves my academic performance ; online knowledge sharing behaviour was assessed using five symbols the counsel was received from other colleague using social media has increased our experience .

Procedure and measurement

A sample of 360 undergraduate students was collected by convenience sampling method of a public university in Eastern India. The proposed model of study was measured and evaluated using variance based structured equation model (SEM)-a latent multi variance technique which provides the concurrent estimation of structural and measurement model that does not meet parametric assumption (Coelho & Duarte, 2016 ; Haryono & Wardoyo, 2012 ; Lee, 2007 ; Moqbel, Nevo, & Kock, 2013 ; Raykov & Marcoulides, 2000 ; Williams, Rana, & Dwivedi, 2015 ). The confirmatory factor analysis (CFA) was conducted to ensure whether the widely accepted criterion of discriminate and convergent validity met or not. The loading of all the indicators should be 0.50 or more (Field, 2011 ; Hair, Anderson, Tatham, & Black, 1992 ). And it should be statistically significant at least at the 0.05.

Demographic analysis (Table 1 )

The majority of the students in this study were females (50.8%) while male students were only 49.2% with age 15–20 years (71.7%). It could be pointed out at this juncture that the majority of the students (53.9%) in BBAU were joined at least 1–5 academic pages for their getting information, awareness and knowledge. 46.1% of students spent 1–5 h per week on social networking sites for collaborative learning, interaction with teachers at an international level. The different academic pages followed for accessing material, communication with the faculty members stood at 44.4%, there would be various forms of the social networking sites (LinkedIn, Slide Share, YouTube Channel, Researchgate) which provide the facility of online collaborative learning, a platform at which both faculty members and students engaged in learning activities.

As per report (Nasir, Khatoon, & Bharadwaj, 2018 ), most of the social media user in India are college-going students, 33% girls followed by 27% boys students, and this reports also forecasted that India is going to become the highest 370.77 million internet users in 2022. Additionally, the majority of the faculty members use smartphone 44% to connect with the students for sharing material content. Technological advantages were the pivotal motivational force which stimulates faculty members and students to exploits the opportunities of resource materials (Nasir & Khan, 2018 ) (Fig. 2 ).

Reasons for Using Social Media

When the students were asked for what reason did they use social media, it was seen that rarely using for self-promotion, very frequently using for self-education, often used for passing the time with friends, and so many fruitful information the image mentioned above depicting.

Instrument validation

The structural model was applied to scrutinize the potency and statistically significant relationship among unobserved variables. The present measurement model was evaluated using Confirmatory Factor Analysis (CFA), and allied procedures to examine the relationship among hypothetical latent variables has acceptable reliability and validity. This study used both SPSS 20.0 and AMOS to check measurement and structural model (Field, 2013 ; Hair, Anderson, et al., 1992 ; Mooi & Sarstedt, 2011 ; Norusis, 2011 ).

The Confirmatory Factor Analysis (CFA) was conducted to ensure whether the widely accepted criterion of discriminant and convergent validity met or not. The loading of all the indicators should be 0.70 or more it should be statistically significant at least at the 0.05 (Field, 2011 ; Hair, Anderson, et al., 1992 ).

CR or CA-based tests measured the reliability of the proposed measurement model. The CA provides an estimate of the indicators intercorrelation (Henseler & Sarstedt, 2013 . The benchmark limits of the CA is 0.7 or more (Nunnally & Bernstein, 1994 ). As per Table 2 , all latent variables in this study above the recommended threshold limit. Although, Average Variance Extracted (AVE) has also been demonstrated which exceed the benchmark limit 0.5. Thus all the above-specified values revealed that our instrument is valid and effective. (See Table 2 for the additional information) (Table 3 ).

In a nutshell, the measurement model clear numerous stringent tests of convergent validity, discriminant validity, reliability, and absence of multi-collinearity. The finding demonstrated that our model meets widely accepted data validation criteria. (Schumacker & Lomax, 2010 ).

The model fit was evaluated through the Chi-Square/degree of freedom (CMIN/DF), Root Mean Residual (RMR), Root Mean Square Error of Approximation (RMSEA), Comparative Fit Index (CFI), and Goodness of fit index (GFI) and Tucker-Lewis Index (TLI). The benchmark limit of the CFI, TLI, and GFI 0.90or more (Hair et al., 2016 ; Kock, 2011 ). The model study demonstrated in the table, as mentioned above 4 that the minimum threshold limit was achieved (See Table 4 for additional diagnosis).

Path coefficient of several hypotheses has been demonstrated in Fig.  3 , which is a variable par relationship. β (beta) Coefficients, standardised partial regression coefficients signify the powers of the multivariate relationship among latent variables in the model. Remarkably, it was observed that seven out of the seven proposed hypotheses were accepted and 78% of the explained variance in students’ academic performance, 60% explained variance in interactivity with teachers, 48% variance in interactivity with peers, 43% variance in online knowledge sharing behaviour and 79% variance in students’ engagement. Social media collaborative learning has a significant association with teacher interactivity(β = .693, P  < 0.001), demonstrating that there is a direct effect on interaction with the teacher by social media when other variables are controlled. On the other hand, use of social media for collaborative learning has noticed statistically significant positive relationship with peers interactivity (β = .704, p  < 0.001) meaning thereby, collaborative learning on social media by university students, leads to the high degree of interaction with peers, colleagues. Implied 10% rise in social media use for learning purposes, expected 7.04% increase in interaction with peers.

Path Diagram

Use of social media for collaborating learning has a significant positive association with online knowledge sharing behaviour (β = .583, p  < 0.001), meaning thereby that the more intense use of social media for collaborative learning by university students, the more knowledge sharing between peers and colleagues. Also, interaction with the teacher seen the significant statistical positive association with students engagement (β = .450, p  < 0.001), telling that the more conversation with teachers, leads to a high level of students engagement. Similarly, the practical interpretation of this result is that there is an expected 4.5% increase in student’s participation for every 10% increase in interaction with teachers. Interaction with peers has a significant positive association with students engagement (β = .210, p  < 0.001). Practically, the finding revealed that 10% upturn in student’s involvement, there is a 2.1% increase in peer’s interaction. There is a significant positive association between online knowledge sharing behaviour and students engagement (β = 0.247, p  < 0.001), and finally students engagement has been a statistically significant positive relationship with students’ academic performance (β = .972, p  < 0.001), this is the clear indication that more engaged students in collaborative learning via social media leads to better students’ academic performance.

Discussion and implication

There is a continuing discussion in the academic literature that use of such social media and social networking sites would facilitate collaborative learning. It is human psychology generally that such communication media technology seems only for entertainment, but it should be noted here carefully that if such communication technology would be followed with due attention prove productive. It is essential to acknowledge that most university students nowadays adopting social media communication to interact with colleagues, teachers and also making the group be in touch with old friends and even a convenient source of transferring the resources. In the present era, the majority of the university students having diversified social media community groups like Whatsapp, Facebook pages following different academic web pages to upgrade their knowledge.

Practically for every 10% rise in students’ engagement, expected to be 2.1% increase in peer interaction. As the study suggested that students engage in different sites, they start discussing with colleagues. More engaged students in collaborative learning through social media lead better students’ academic performance. The present study revealed that for every 10% increase in student’s engagement, there would be an expected increase in student academic performance at a rate of 9.72. This extensive research finding revealed that the application of online social media would facilitate the students to become more creative, dynamics and connect to the worldwide instructor for collaborative learning.

Accordingly, the use of online social media for collaborative learning, interaction with mentors and colleagues leadbetter student’s engagement which consequently affects student’s academic performance. The higher education authority should provide such a platform which can nurture the student’s intellectual talents. Based on the empirical investigation, it would be said that students’ engagement, social media communication devices facilitate students to retrieve information and interact with others in real-time regarding sharing teaching materials contents. Additionally, such sophisticated communication devices would prove to be more useful to those students who feel too shy in front of peers; teachers may open up on the web for the collaborative learning and teaching in the global scenario and also beneficial for physically challenged students. It would also make sense that intensive use of such sophisticated technology in teaching pedagogical in higher education further facilitates the teachers and students to interact digitally, web-based learning, creating discussion group, etc. The result of this investigation confirmed that use of social media for collaborative learning purposes, interaction with peers, and teacher affect their academic performance positively, meaning at this moment that implementation of such sophisticated communication technology would bring revolutionary, drastic changes in higher education for international collaborative learning (Table 5 ).

Limitations and future direction

Like all the studies, this study is also not exempted from the pitfalls, lacunas, and drawbacks. The first and foremost research limitation is it ignores the addiction of social media; excess use may lead to destruction, deviation from the focal point. The study only confined to only one academic institution. Hence, the finding of the project cannot be generalised as a whole. The significant positive results were found in this study due to the fact that the social media and mobile devices are frequently used by the university going students not only as a means of gratification but also for educational purposes.

Secondly, this study was conducted on university students, ignoring the faculty members, it might be possible that the faculty members would not have been interested in interacting with the students. Thus, future research could be possible towards faculty members in different higher education institutions. To the authors’ best reliance, this is the first and prime study to check the usefulness and applicability of social media in the higher education system in the Indian context.

Concluding observations

Based on the empirical investigation, it could be noted that application and usefulness of the social media in transferring the resource materials, collaborative learning and interaction with the colleagues as well as teachers would facilitate students to be more enthusiastic and dynamic. This study provides guidelines to the corporate world in formulating strategies regarding the use of social media for collaborative learning.

Availability of data and materials

The corresponding author declared here all types of data used in this study available for any clarification. The author of this manuscript ready for any justification regarding the data set. To make publically available of the data used in this study, the seeker must mail to the mentioned email address. The profile of the respondents was completely confidential.

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Ansari, J.A.N., Khan, N.A. Exploring the role of social media in collaborative learning the new domain of learning. Smart Learn. Environ. 7 , 9 (2020). https://doi.org/10.1186/s40561-020-00118-7

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Social media influence on students’ knowledge sharing and learning: an empirical study.

1. Introduction

• To investigate the extent to which document exchange facilitates knowledge sharing among students.
• To examine the relationship between knowledge formation and knowledge sharing.
• To investigate the impact of student engagement on knowledge sharing in educational settings.
• To explore the relationship between reputation and learning performance among students.

2. Literature Review

2.1. document exchange’s impact on knowledge sharing, 2.2. knowledge formation’s impact on knowledge sharing, 2.3. student engagement impact on knowledge sharing, 2.4. impact of reputation on the performance of learning.

3. Research Methodology

3.1. instrumentation, 3.2. data collection techniques and steps, 3.3. common method bias or variance, 4. results and analysis, 4.1. reliability, 4.2. respondents profile, 4.3. exploratory factor analysis, 4.4. confirmatory factor analysis, 4.5. path diagram, 4.6. structural equation model, 4.7. interpretation for structural equation model, 5. discussion and implications, 6. conclusions, implication for future research, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Sivakumar A, Jayasingh S, Shaik S. Social Media Influence on Students’ Knowledge Sharing and Learning: An Empirical Study. Education Sciences . 2023; 13(7):745. https://doi.org/10.3390/educsci13070745

Sivakumar, Arunkumar, Sudarsan Jayasingh, and Shahenaz Shaik. 2023. "Social Media Influence on Students’ Knowledge Sharing and Learning: An Empirical Study" Education Sciences 13, no. 7: 745. https://doi.org/10.3390/educsci13070745

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The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

• Review Article
• Published: 14 September 2021
• Volume 2 , article number  455 , ( 2021 )

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• Kam Cheong Li 1 &
• Billy Tak-ming Wong   ORCID: orcid.org/0000-0001-6584-4392 1  

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This paper presents a review of the use of social media for learning and teaching in higher education, as well as the opportunities and challenges revealed from its use. A total of 77 related case studies published from 2010 to 2019 were collected from Scopus and Google Scholar for analysis. The results showed that social media was usually used as a learning management system and for enhancing learner engagement. The use of social media has brought opportunities for educational practices in terms of its high popularity among students, and its capacity to support two-way communication, easy knowledge sharing, community building, and collaborative learning, which enhance student learning experience. The challenges reported in the case studies cover the blurring of the boundary between the public and private life of students and between the relationships of students and instructors, as well as its doubtful effectiveness for knowledge construction, the inadequacy of instructors’ pedagogical and technological skills, and the lack of integration with instructional design. The results suggest the need for further work on examining suitable ways of using social media which would be viewed positively and accepted by users. There should also be future work on surveying the need for support for instructors for their involvement in teaching with social media, and developing effective pedagogies which cope with the features of social media.

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Social Media in Higher Education: A Review of Their Uses, Benefits and Limitations

Social Media and Higher Education: A Literature Review

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Li, K.C., Wong, B.Tm. The Opportunities and Challenges of Social Media in Higher Education: A Literature Review. SN COMPUT. SCI. 2 , 455 (2021). https://doi.org/10.1007/s42979-021-00857-5

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Received : 25 December 2020

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Social Media Improves Students’ Academic Performance: Exploring the Role of Social Media Adoption in the Open Learning Environment among International Medical Students in China

Muhammad azeem ashraf.

1 Research Institute of Educational Science, Hunan University, Changsha 410082, China; nc.ude.unh@meeza

Muhammad Naeem Khan

2 School of Social and Behavioral Sciences, Nanjing University, Nanjing 210023, China; nc.ude.ujn.liams@dahafdammahum

Sohail Raza Chohan

3 School of Information Management, Nanjing University, Nanjing 210023, China; nc.ude.ujn.liams@liahos (S.R.C.); nc.ude.ujn.liams@2054171GD (A.U.K.)

4 Department of Information Sciences, University of Education, Lahore 54770, Pakistan

Maqbool Khan

5 Department of IT and Computer Science, Pak-Austria Fachhochschule Institute of Applied Sciences and Technology, Haripur 22621, Pakistan; [email protected]

Wajid Rafique

6 Department of Computer Science and Operational Research, University of Montreal, Montreal, QC H3C 3J7, Canada; [email protected]

Muhammad Fahad Farid

Asad ullah khan, associated data.

The data analyzed in this study are available from the corresponding author on reasonable request: [email protected].

Numerous studies have examined the role of social media as an open-learning (OL) tool in the field of education, but the empirical evidence necessary to validate such OL tools is scant, specifically in terms of student academic performance (AP). In today’s digital age, social media platforms are most popular among the student community, and they provide opportunities for OL where they can easily communicate, interact, and collaborate with each other. The authors of this study aimed to minimize the literature gap among student communities who adopt social media for OL, which has positive impacts on their AP in Chinese higher education. We adopted social constructivism theory (SCT) and the technology acceptance model (TAM) to formulate a conceptual framework. Primary data containing 233 questionnaires of international medical students in China were collected in January 2021 through the survey method. The gathered data were analyzed through structural equation modeling techniques with SmartPLS 3. The results revealed that perceived usefulness, perceived ease of use, and interactions with peers have positive and significant influence on OL. In addition, OL was found to have positive and significant influence on students’ AP and engagement. Lastly, engagement showed a positive impact on students’ AP. Thus, this study shows that social media serves as a dynamic tool to expedite the development of OL settings by encouraging collaboration, group discussion, and the exchange of ideas between students that reinforce their learning behavior and performance.

1. Introduction

The term social media (SM) is considered as a form of communication through electronic platforms, which intends to make online communities for users to share knowledge, information, opinions, messages, and other content [ 1 ]. In the 21st century, SM became an essential part of human life, while the use of SM has spread across the world. In 2020, almost 3.06 billion individuals from all walks of life used at least one SM platform, such as WeChat, Facebook, Twitter, Weibo, WhatsApp, and Instagram, in their daily life [ 2 ]. The use of SM has become an integral part of intellectual work, and students posting study-related material on SM platforms is considered a reliable source of information that is important to each community, such as those of students, customers, and employees [ 3 ]. The users of SM (computational technology that helps to develop and share ideas, perceptual knowledge, professional interests, information, and other expressions through social network platforms) may read or see their friends’ activities online without direct contact with them [ 4 ]. Furthermore, SM networking sites utilize features, such as comments, postings, digital photographs, video-sharing, and data about online interactions, that provide vitality for SM users [ 4 ]. People who use SM are called netizens. Netizens often access online platforms using the internet or other web technologies on their computers or laptops, or they download programs to the mobile devices (such as smartphones or tablets) that expand the functionality of SM networks [ 4 ]. The use of SM platforms in educational activities is increasing day by day. Because of the engagement of SM users with such services, they usually develop highly interactive platforms wherein students may create or exchange ideas and discuss information or previously published online content in user-created groups. SM promotes interactions between teachers, subject specialists, students, communities, and major companies. This revolution is the focus of new and creative information technology (IT) areas [ 3 ].

SM has been used in medicine extensively, as almost one-third of the adults with internet access have viewed different social media sites concerning the medical experience of other people, while almost 6% of these people have participated through text messages, comments, replies, photos, recorded files, and personal assessments of health conditions by professionals [ 5 ]. SM has provided opportunity for individuals with specific illnesses to take part in online communities to share their personal experiences, contact other people to learn from their experiences, and contact medical specialists to glean comprehensive knowledge about their illnesses. Similarly, healthcare workers including doctors and nurses are also using SM significantly in their professional lives, where they exchange information regarding their professional problems as well as clinical experiences [ 6 ]. Likewise, current medical students are also using SM broadly as a tool of communication among their educational and professional lives. In medical education literature, communication, peer feedback, collaboration, material sharing, and social media ability are reflected as the major aspects essential for SM usage among medical students [ 7 ]. Since SM holds massive importance in educational settings, Davis, Ho, and Last suggested that medical schools revise their syllabi by integrating social media in their instruction in ways that are innovative, timely, and evidence-based to meet the demands of this dynamic learning landscape [ 8 ]. Thus, studies on the role of SM use in medical education would enhance and improve the teaching and learning environments for both medical students and medical practitioners [ 3 ].

In addition, SM (characterized by user-generated content (UGC)) enables students “to create, circulate, share, and exchange information in a variety of formats and with multiple communities” [ 9 ]. WhatsApp, WeChat, Facebook, Instagram, Pinterest, Linked In, Snap Chat, Twitter, Telegram, Baidu, Google+, SlideShare, Weibo, Tumblr, and related websites are the most popular platforms among SM users [ 1 ]. Google+, which provides a single destination to students to easily and quickly communicate and discuss their problems, is widely used all around the world. WeChat is widely used by people in China for social networking [ 1 ]. Thus, social media has now become a popular platform for knowledge sharing between medical students and teachers [ 7 ]. SM platforms have enabled students to work together, interact with colleagues and classmates, and acquire the latest knowledge, which has positive impacts on their AP [ 10 ]. One constructive effect of using SM platforms is the introduction of the public to consumer data, ideas, and programming, which has promoted further technical advances and increased knowledge in educational institutions [ 9 ].

OL is a terminology that indicates that “an inner feeling conveyed in this technique through external actions involving students in existing, continuous learning groups or teams” [ 11 ]. Rapid expansions of information communication technology (ICT) have led to pragmatic practices. Many terms such as online learning, blended learning, web-based learning, m-learning, and computer-mediated learning have been used in the literature to show the importance of technology in academic learning. All these terms have distinct features, but they are linked to each other through the ability to use a computer that is connected to a network, which provides the opportunity to study from any place at any time [ 6 , 11 ]. OL can be characterized as an instrument that has made knowledge-learning practices more innovative, student-centered, and flexible [ 4 ]. OL is a procedure of reciprocity, communication, and collaboration within student communities in which students share their difficulties with other group members and receive solutions, guidance, and advice; it also improves their learning processes, enhances abilities such as collaboration and social abidance, and creates productive interplay as a potential tool for learning [ 11 ]. Additionally, OL makes it easier to elaborate and develop critical thinking, materials interchange, and proficient knowledge on online platforms [ 12 ]. SM has become the essential tool for OL in student communities and others [ 3 ], and SM use is widely used as the main communication platform for student learning [ 11 ] because some of its associated tools are not too costly to enable their utilization and growth in acceptable and satisfactory settings for OL. SM has led to the wide distribution of several group exercises, such as sharing knowledge and information, communications, and interactions, in education, thus enhancing students’ learning potential.

Several scholars have examined the link between SM and AP, and they have highlighted many mixed results when using such platforms. For example, according to Ktoridou and Eteokleous [ 13 ], SM platforms allow students to interact with group members to find help in solving learning problems. Moreover, using SM platforms may enhance learning achievement in OL environments [ 11 ]; however, some studies have shown that students’ use of SM platforms for study (assignment) does not improve learning outcomes [ 14 ]. Hence, students must monitor and analyze the patterns of collaboration that emerge throughout OL on SM, where motivating cognitive skills, reflection, and metacognition is crucial for learning [ 11 ]. Nevertheless, earlier research revealed that students have negative attitudes regarding social media, as they believe that most SM platforms do not help them achieve AP [ 15 , 16 ]. According to Anderson and Jiang, the use and availability of SM platforms have led to a decline in AP [ 17 ]. However, other studies have found that there is no link between SM use and AP [ 18 ].

Alenazy, Mugahed Al-Rahmi, and Khan explained that students are suspicious of the idea that using SM platforms can aid them in measuring education sustainability [ 19 ]. Other scholars have claimed that while students prefer face-to-face contact with peers and lecturers, they have a favorable attitude toward learning activities integrated with SM platforms [ 20 ]. Therefore, more research is required in the field of attitude regarding SM platform use for OL and AP [ 11 ]. Cyberstalking and cyberbullying via SM platforms have been linked to psychological and emotional issues such as discomfort, anxiety, and insecurity [ 21 , 22 ]. However, the better integration of SM in academic courses has provided positive effects on students’ AP, such as improving motivation in learning and encouraging students to communicate with their teachers [ 20 ].

Despite having reached many countries, there remains a scarcity of studies on the use of SM platforms in higher education, especially in China. Thus, the authors of the current study sought to fill in this literature gap by investigating the use of SM platforms to achieve the goal of OL, positively affecting AP, and positively affecting student engagement (ENG). Following the literature gap, our study’s main objectives were:

• To explore the factors that influence the use of SM platforms among international medical students throughout their studies.
• To explore the effect of SM-based OL that promotes student AP.
• To explore how medical students use SM to maintain their ENG with peers and their performance.

This research aimed to provide new opportunities to include SM platforms in progressive education in medicine, and to take advantage of the exciting benefits of OL tools in medical training. The present research model was based on two theories: SCT by Vygotsky [ 23 ] and the TAM by Davis [ 24 ]. The TAM is known as one of the most widely used models for analyzing attitudes about the use of SM platform technology, and SCT addresses interactions and their effect on the OL and ENG of students. These two theories were utilized to assess students’ AP, which is still seriously unexplored. Furthermore, there is a lack of research models for OL, AP, and ENG, including the use of SM platforms in the context of higher education in China. Hence, the goal of this research was to fill in the gaps in the literature by examining SM platforms’ characteristics utilized for OL and ENG that affect students’ AP.

2. Literature Review

Through the alteration of our social standards, values, and culture, SM has progressively become an important part of human society [ 25 ]. Information and content dissemination are becoming significant for people. The learning processes at education institutions have transformed the lives of individuals, including university students and (especially) women, by changing method of communication and engagement in learning [ 26 ]. These new media platforms play essential roles in the exchange of material between university students and society. Students now have the opportunity to share their routine life through photographs, comments, and the dissemination of ideas in social and academic discussions [ 27 , 28 ], and SM affects the everyday life of young people and especially university students [ 29 ]. Digital and social networking have revolutionized daily ways of communication by developing content, exchanging information, and consuming information [ 30 ].

SM platforms allow for social interaction and communication between users by exchanging knowledge and transforming monologues into dialogues between consumers [ 31 ]. SM, based on a specific philosophical worldview and technological underpinnings and functionalities, encompasses numerous internet-based tools and apps [ 32 ] that have enabled its users to distribute material across digital media and internet spaces [ 33 ]. It has provided chances for the inexpensive and viable online advertising of goods and services, it offers new ways of dealing with and coordinating interactions amongst users [ 34 ], and many SM users consistently disseminate and share their articles, images, videos, and records on different SM apps [ 35 ].

SM offers venues for students and the public to exchange ideas and information by discussing information with each other, as well as to build up relationships through social networking [ 13 , 36 ]. In today’s society, SM platforms and education are inextricably linked [ 37 ] because they work as central spaces for debate, discussion, and feedback among students and teachers [ 38 ]. SM platforms can be a valuable tool to enhance learning behavior [ 39 ] by allowing people to organize content; share information, movies, photos, communication, and coordination; and build social links with others based on collaborative efforts [ 13 , 40 ]. SM platforms include websites, wireless internet connections, and video or photo-sharing sites. At the moment, it is not just advantageous to participate in digital media sharing and social networking—it also enables social contact and communication through the development of brands and professional possibilities [ 41 , 42 ]. According to Wodzicki, Schwämmlein, and Moskaliuk, social networking offers a variety of resources that may be used for instant access to learning and information [ 43 ]. For instance, students of higher academic levels extensively use SM platforms for educational purposes [ 13 ]. In addition, these platforms have several other uses, such as entertainment and interactions with others [ 44 ].

Joachim, Geert, and Soetaert stated that the trustworthiness of these webpages is typically based on demonstrated taste and expertise, rather than on the institution’s association and recognition [ 45 ]. According to academics, SM platforms comprise a technology that is used to facilitate social relationships, facilitate collaborations, and enable negotiations among large populations [ 46 ]. SM platforms have allowed for the promotion of personalized learning environments as an educational strategy for enhancing self-regulated learning [ 47 ]. According to educational experts, SM platforms provide the majority of the characteristics of an excellent educational technology in terms of peer reaction, scholar mentoring, and matching the social circumstances of electronic learning (e-learning) [ 29 ].

3. Research Model and Hypotheses

In the current research, we incorporated two core theories (TAM and SCT) to develop a conceptual model to attain the research objectives. Firstly, Davis conceived a TAM to regulate the causal relationships between the internal views, perspectives, and intentions of users to adopt computer technology [ 24 ]. Scholars have extensively used the TAM to study information systems (ISs) and computer technologies (CTs). For instance, Chandra applied the TAM to investigate the adoption of online auctions by users [ 48 ].

The SCT defines knowledge as constructed in a collaborative way within a social context. It considers learning as a condition wherein individuals construct their personal meaning from the content and materials presented to them, rather than simply memorizing the information [ 23 ]. In addition, SCT is based on the idea that learning can be enhanced and made to be more constructive within the orbit of social process in cognition groups. Moreover, knowledge is an ongoing process that needs improvements with time, and learning is best accomplished when it follows social perspective in effective and constructive process [ 49 , 50 , 51 , 52 , 53 ]. According to Bhattacharjee [ 54 ], the emergence of constructivism research in the recent era has enhanced the tools and focus of media technologies for the fast transfer of information and knowledge to the next generation. Similarly, as suggested by Ershler and Stabile, learning is a process that results in the transmission of culture, which may attract constructivists to reconsider the influence of social media on culture [ 55 ]. The recent emergence of social media has massively affected attitudes towards education by changing the landscape of information availability.

In SCT, teaching and learning ought to focus on consuming content to develop means of understanding, and these contents have become abundant and easily reachable through social media. The effects of social media for SCT involves significant changes to the ways students often communicate, and how they acquire basic understandings. Thus, as social media permits the alteration, integration, and distribution of information, it has massive influence on the learning of individuals. The strengths of SM platforms follow the principles espoused by constructivists [ 56 ]. For instance, Churcher showed that SM platforms lead to online communities of learning practice [ 57 ]. Other studies have shown that SM platforms facilitate participation, communication, social interactions, the use of modern technologies, the use of online applications, collaboration, and the construction of personal meaning that satisfies the learning condition of constructivism [ 58 , 59 ]. Likewise, SCT suggests that information on OL activities, personal activities, and social interactions can be gathered through the use of modern tools of technology [ 60 ]. Figure 1 illustrates the conceptual model of this research.

Conceptual model based on TAM and SCT.

3.1. Perceived Usefulness

PU refers the level to which a student thinks that using a specific technology would increase their job performance [ 61 ]. In our study, PU was defined as how much a user feels that SM platforms can be used for OL to enhance their AP. The current research provides evidence that PU affects the attitudes and intentions of those using technology [ 21 , 62 ]. Since PU has a direct impact on attitudes, it was assumed to have an indirect impact on intention to use technology. Hence, the following hypothesis was formulated:

PU is positively related to OL.

3.2. Perceived Ease of Use

PEU refers to the level a student perceives that the use of a specific technology is effortless [ 24 ]. In this research, PEU refers to the extent to which an individual believes that using SM platforms for OL will increase their AP. Al-Rahmi et al. [ 11 ] stated that PEU has significant impacts on e-learning acceptance and adoption. Several studies have shown that PEU affects PU, though both have positive impacts on the behavioral intention of adopting technological systems [ 63 ]. In addition, several studies have shown that the intention of continuing to use SM platforms for OL is largely influenced by PEU [ 11 , 19 ]. Accordingly, we formulated the following hypothesis:

PEU is positively related to OL.

3.3. Interact with Peers

SM platforms allow students to communicate, share content with classmates, and connect with others [ 64 ]. In today’s world, most students are regular users of SM platforms to remain aware of and updated on current events [ 65 ]. Utilizing SM platforms in academic-related activities such as discussions allows students to participate in subject discussions and interact with content [ 66 ]. This single destination of conversation paves the way for communication and enhances students’ learning strengths, which can move beyond the subject raised by teachers or hosts [ 67 ]. SM platforms are the best resource for improving communication, promoting positive learning attitudes, encouraging students to seriously consider learning and learning activities, and maximizing social capital through virtual communications. It has been noticed that students or scholars in online settings spend time on SM platforms to work through the learning process [ 68 ]. It is believed that the use of SM platforms in educational institutions enhances the level of interaction between instructors and students [ 69 ]. According to Alamri et al. [ 68 ], learning tools are just as essential as learning objectives because they encourage social interaction, entail interactive learning, and aid open learning. Thus, we proposed the following hypothesis:

IP is positively related to OL.

3.4. Open Learning

OL can be defined as a learning process in which an individual has opportunities to work in a team or group so that learning is fostered through interpersonal interaction, group collaboration, and active learning [ 68 ]. Dumford and Miller observed that OL and student ENG through the use of SM platforms have significant relationships with team member interactions [ 70 ]. Balakrishnan and Gan used an SM platform adoption model to investigate the various factors that affect students’ intentions to use SM for learning based on, for instance, the commitment, competitive, and autonomous styles [ 71 ]. In addition, according to a study by Ratneswary and Rasiah, the use of SM platforms improves OL and establishes a strong and engaging bond between students and teachers [ 72 ]. Thus, the authors of this study claim that OL improves student AP. Based on earlier studies, we posited the following hypotheses:

OL is positively related to AP.

OL is positively related to ENG.

3.5. Engagement

In the context of SM platforms, ENG creates a learning atmosphere characterized by discussion and interaction among colleagues that foster closer collaboration and communication [ 73 ]. Furthermore, research has shown that the use of SM platforms leads to positive AP and ENG experiences [ 74 ]. SM platforms are seen as online learning tools that offer significant benefits for better results and experiences through cognitive participation and social ENG [ 68 ]. To this end, OL enables the expansion of ENG in curriculum activities and knowledge-sharing systems [ 75 ]. According to Blasco-Arcas et al., students learn more effectively when they participate in appropriate cognitive processes, so student ENG is a significant explanatory variable for academic performance. In addition, SM platforms enable students to engage in knowledge construction, which ultimately involves a higher level of perceived learning. When students are engaged with learning activities, their AP improves [ 68 ]. Following prior studies, we proposed the following hypothesis:

ENG is positively related to AP.

3.6. Academic Performance

This study applied the concept of academic performance as the achievement of educational objectives in terms of knowledge acquisition and skills development [ 68 ]. Social media refers to the electronic platforms which allow their users to interact with other user users to share information [ 76 ]. Previous studies have observed some forms of impact of SM on AP [ 18 , 47 , 68 ], but there is very little research on SM and AP in the Chinese context, particularly on international students. Therefore, this study aimed at finding the impact of SM on students AP in open learning environments through the SCT and TAM models. In this research, perceived usefulness (PU), perceived ease of use (PEU), and interactions with peers (IP) were independent variables, and OL was chosen as the mediator variable. The dependent variables were ENG and AP ( Figure 1 ).

4. Methodology

This study was part of a large project funded by the National Natural Science Foundation of China (grant no. 71950410624) to investigate the role of internet and technology in improving teaching and learning practices in Chinese higher education. As indicated in previous sections, social media holds great impact in all aspects of teaching and learning, including in the medical field [ 3 , 4 , 5 , 6 , 7 ]. It has been debated in terms of its use as a tool of communication among individuals, ease of use, improvement in learning, and better professional development. Considering these outcomes, more evidence on educational usage of social media has yet to arise to evaluate to what extent medical practitioners can yield educational benefits from these resources. Therefore, the purpose of the current study is to explore the role of social media use as a tool of OL among international medical students in China. The population of this study comprised 231 international undergraduate and graduate medical students between the ages of 20 and 40 from universities in the Jiangsu province of China. This study focused on SM as an OL tool; learning platforms other than SM were not included. Prior to conducting this research, we analyzed the complexity of the term social media, because it has been defined and used differently in the previous literature. We considered all web-based tools that allow users to create and exchange content and enable them to interact with other people, as explained by Miller et al. [ 76 ].

As the study was located in China, we considered the most commonly used SM platforms in China, such as WeChat, Weibo, QQ, Tencent Meeting, and others [ 77 ]. WeChat is considered a super version of Facebook and is the most popular social media platform among people in China, and it provides many different services such as instant personal and group messaging, sharing of information/videos/news through WeChat Moments, payment services, marketing services, and many other services all in one app [ 77 ].

All participants gave their informed consent before they participated in the study, which was conducted in accordance with the Declaration of Helsinki 1975, revised in 2013. The period of data collection was from January to March 2021. We investigated the driving factors behind SM platform adoption for OL and its impact on student AP.

4.1. Constructs Development and Pilot Study

A structured online survey questionnaire was used to collect data because the online data collection method is considered appropriate, fast, inexpensive, and able to minimize incorrect data and incomplete responses [ 78 , 79 ], as well as suitable to overcome difficult physical access due to long travel times and/or COVID-19 [ 80 ]. The study constructs of PEU and PU were defined based on work by Davis [ 24 ], and OL, IP, ENG, and AP were defined and measured following the works of Al-Rahmi et al. [ 81 ] and Alamri et al. [ 68 ]. AP was measured through the students’ self-reporting on their academic performance in the 2020–2021 fall semester. Each construct (multiple items) was measured on a five-point Likert scale (i.e., from strongly disagree to strongly agree). At the start of the survey, all respondents were informed that their participation was voluntary and were provided a brief overview of the purpose of the study. The respondents were assured that their information would be kept strictly confidential and used for research purposes only. Before the actual study, a pilot test or pilot study was carried out with 33 respondents to ensure the legibility of the survey questionnaire [ 13 ]. Based on feedback, small changes, such as to questionnaire terminology, were made. Detailed information regarding constructs and item measurements are listed in the Appendix A .

4.2. Formal Survey

To test the hypotheses, we distributed a revised questionnaire ( Appendix A ) through WeChat, QQ, and email. Before filling out the questionnaire, the respondents were informed that this questionnaire was only for those who use SM platforms for educational purposes for at least two hours a day. We used two pieces of software for analysis: Jamovi for the organization of demographic data and SmartPLS 3 for the data analysis model.

4.3. Descriptive Analysis

The respondents’ demographic information is shown in Table 1 . The authors received a total of 297 responses, and the final sample contained 233 respondents, which is valid for data analysis. In the dataset, N = 104 were female students and N = 129 were male students.

Respondents’ demographic information.

4.4. Common Method Variance

We applied Harman’s single-factor test to assess the potential for common method variance (CMV) in our data [ 82 ]. The results demonstrated that the first factor’s value was 37.97%, which was lower than the recommended minimum value of 50%. In the data, we found no common method bias and no CMV issue.

5. Data Analysis

We used “structural equation modeling (SEM)” to test the research hypotheses ( Figure 1 ) with SmartPLS 3 software. We divided the structural equation model into two stages. In the first stage, we analyzed the measurement model to test the reliability and validity of the data, and in the second stage, we analyzed the relationships hypothesized by the structural model.

5.1. Measurement Model

The results of Table 2 demonstrate the constructs’ reliability and validity. The factor loadings, Cronbach’s alpha (CA), composite reliability (CR), and rho_A of each construct were found to be greater than the value of 0.70 recommended by Hair, Hollingsworth, Randolph, and Chong in all cases [ 83 ]. The values of average variance extracted (AVE) of all constructs were higher than the value of 0.5 suggested by Fornell and Larcker [ 84 ]. An appropriate discriminant validity (defined as the degree that one construct differs from another construct [ 85 ]) was achieved because all correlations between dimensions were less than the square root of the AVE [ 84 ] ( Table 3 ) and the heterotrait–monotrait (HTMT) relationship of the correlations between two constructs was less than 0.9 [ 86 ] ( Table 3 ). Lastly, we examined variance inflation factors (VIFs) to analyze collinearity problem; they were found to be lower than 5 [ 87 , 88 ], which indicated that common method variance was not an issue in this study, as shown in Table 2 .

Factor loadings, Cronbach’s alpha, rho_A, CR, AVE, and VIF.

Discriminant validity.

Note: Diagonal elements in bold represent Fornell and Larcker criteria, and those in italics represent heterotrait–monotrait (HTMT).

5.2. Structural Model

To check the structural model, we examined the significant relationships among exogenous and endogenous variables. To examine the significance of the path coefficients, a bootstrapping procedure with 5000 resamples was performed [ 89 ]. Figure 2 illustrates the results of the structural model assessment, showing that all our hypotheses had significant relationships and that the overall model fit following bootstrapping allowed for significant values. Furthermore, Figure 2 shows that the three endogenous variables had substantial R 2 values. The effect size (f 2 ) of a structural model relationship measures the contribution of exogenous constructs in endogenous constructs. Following the work of Cohen [ 90 ], we found f 2 values of PU -> OL 0.064, PEU -> OL 0.078, PE -> OL 0.194, OL -> SAT 1.329, OL -> AP 0.208, and SAT -> AP 0.451, all of which were greater than zero. In addition, to further test the predictive relevance of the model, we obtained Stone–Geisser’s Q 2 (the measure of cross-validated redundancy for all endogenous constructs) via the blindfolding algorithm of SmartPLS [ 91 ], which is shown in Figure 2 . All Q 2 values were found to be greater than 0, indicating that constructs had predictive relevance [ 89 ]. Finally, to test our research hypotheses regarding the significance of the paths, we obtained the standardized path coefficient (β) values and the coefficients of determination (R 2 ) of the endogenous constructs in the research model; see Figure 2 .

Results of proposed model.

6. Discussion

The use of SM platforms has become a key part of education, and it has grown increasingly significant in both course delivery and course evaluations. The work by Stathopoulou et al. showed a beneficial effect of the integration of SM in education on the profound learning experience of students [ 29 ]. SM can be used as a tool to support students and help instructors during their learning processes. Research has illustrated that the significant role of using SM platforms in the concepts of OL can be observed globally because these technologies increase learning, cooperation, and information sharing among students, teachers, and subject professionals as they are crucial for learning and training. The authors of this paper aimed to examine the real motives behind the use of SM in an international medical student community. We proposed a conceptual model that utilizes TAM and SCT. According to Rauniar, Rawski, Yang, and Johnson, the use of SM platforms to promote interpersonal interactions, communication, entertainment, and social bonding among users has become a global phenomenon [ 92 ]. In the context of OL, our results also provide important contributions to SCT and TAM [ 93 ]. Thus, we recommend the use of SM platforms for OL in higher education because they provide opportunities to students for interaction, ENG, and collaboration with peers, all of which improve their AP. Over time, we hope that many advisors will integrate SM platforms into educational programs in order to aid modern students and encourage OL [ 4 , 94 ]. The use of the most well-liked SM platform applications, such as WeChat, Weibo, Tencent Meeting, Twitter, Facebook, WhatsApp, and Google Classroom, for online class sessions is becoming more functional. Simultaneously, the widespread use of technology such as laptops, mobiles, and tablets (which allow for easy access to SM) can enhance students’ educational activities.

The present study has revealed that SM platforms aid the creation of learning environments by enhancing student cooperation, communication, and articulation. The findings of the study show that there is a significant and positive relationship between H1, H2, and H3 with OL. Most of the students reported that using SM platforms for OL is a good idea. In other words, the use of social media affects OL, which, in turn, has a significant impact on students’ AP through information sharing, material exchange, and peer discussion. When students engage in OL and enjoy using SM platforms, they also participate in discussions with subject specialists and peers while engaging with their own social presence. These findings are in line with those of earlier studies [ 11 , 13 ], which support the idea that SM platforms are useful for OL. We also identified that student collaboration could be promoted via the use of SM platforms in learning and teaching; consequently, adequate learning results and student AP can be increased through interactions with virtual communities. Similar results were also reported by Tarantino, McDonough, and Hua [ 95 ]. Another study showed that recently created apps have inspired students to utilize SM to learn in diverse educational environments [ 71 ]. Though SM has larger implications for classroom students, scholars have also investigated SM for use by technicians [ 96 , 97 ]. In her case study on technology, Bernadette Longo said that SM is an important element of the broad and complex social networks that comprise human technology [ 98 ].

OL was found to show significant relationships with H4 and H5. Through SM, OL improves the AP of students by enhancing the communication skills and knowledge exchange among fellow learners. Our analysis also indicated an essential correlation between OL and AP because students reported having confidence in improving their learning outcomes with greater accomplishments, greater productivity, and lower research workloads by using social media, and they expect to use it in the future. We believe that incorporating SM platforms into traditional blogging could positively increase the academic outcomes of students. Furthermore, according to the results of this study, regarding H6, the use of SM platforms can contribute to the creation of a supportive and learning-conducive atmosphere, which is invaluable for student ENG, student learning, lecturer teaching experiences, and academic supervision. SM can improve learning settings by encouraging interaction and ENG among students, as well as promoting team discussions and the completion of projects. Overall, this study and previous studies have shown that students may use SM platforms for engagement to increase their AP [ 65 ]. Related to this result, Balakrishnan and Gan reported that SM platforms could change educational methods and provide space for students to directly communicate and collaborate with different people around the world [ 71 ]. This idea is supported via two theoretical perspectives: SCT and computer-mediated learning (CML). SCT’s main emphasis is on social contact and collaboration, and CML advocates the omnipresent stresses of topographical hurdles. Hence, to gain useful learning experiences related to OL, it is necessary to develop social groups to apply and use OL abilities via SM platforms.

7. Conclusions

This research contributes to the field of knowledge on the student adoption of SM platforms for the benefit of OL; it also emphasizes the role of SM in the worldwide adoption of collaborative working and OL principles. Such resources are beneficial to studying and teaching because they help students understand, collaborate, and share knowledge. These conclusions were reached by developing and empirically evaluating a conceptual framework based on the TAM and SCT. The applications of internet resources and SM platforms as sources of learning are enormously important and essential for students and scholars. Our findings revealed that studying in a group of peers is advantageous to researchers and students because it can enhance group output. In this manner, students can efficiently propose new ideas and sentiments in group debates and collaborations with each other. Furthermore, using SM platforms for OL and ENG can enrich students’ learning experiences while facilitating team discussions. This study has shown that the PEU, PU, and IP of SM platforms positively effects students’ OL, ENG, and, ultimately, AP. Particularly in a time of growing focus on expediently delivering coursework through digital technologies, students, higher educational institutions, and policymakers may see positive impacts of SM platform adoption by students on OL. However, this research had limitations, such as its sample size of N = 233 and its focus on international medical students in Jiangsu province universities of China, both of which make it difficult to draw conclusive inferences about the conceptual model’s effectiveness; therefore, the replication of this study in other countries with different economic and cultural conditions is crucial.

7.1. Implications

The present research has a few significant implications for students, higher educational institutes, and policymakers. Understanding the link between the use of SM platforms and their beneficial impacts on student performance is critical to comprehend the function of SM during their studies. The findings may be useful for those who are interested in improving online learning or using SM platforms to facilitate OL. This research endorses the idea that students should be welcomed, rather than forced, by their learning instituations to make use of SM to achieve OL in order to improve their AP in higher education. Additionally, lecturers and supervisors must help students with any questions they might have regarding the use of SM or information sharing. Students’ knowledge-seeking experiences and research expertise can be enhanced through the provision of useful knowledge by lecturers and supervisors. Following our results, interventions to stop or at least diminish cyberstalking and bullying should be adopted by legislators in universities to avoid their detrimental impacts on student academic achievement. These measures may lead to the development of a blueprint for recognising the variables that are expected to have significant impacts on the use of SM platforms for open learning to improve AP. The authors of this study implemented a variety of theoretical and empirical analyses, but the ideas of the research emerged from practice and will serve as the foundation for the implementation of new theories and approaches in the framework of China’s adoption of OL. This could be the first time that SCT and TAM have been applied to higher education in China, specifically to investigate the effect of SM platforms on OL and student AP, and our findings showed that SCT, when combined with the TAM, was an important theory for examining the impact of SM use on students’ OL and AP in Chinese higher education.

7.2. Future Perspective and Limitations

Further research can be conducted to fill in the gaps caused by the limitations of this study. This research was quantitative; data were collected with online survey questionnaires and were cross-sectional. The sample size was small and only included international medical students studying in universities located in the Jiangsu province of China. Results could be different in other provinces or geographical locations, even in the same country. In this research, AP was collected through participants’ self-reported construct, which may add limitations to the outcome. Thus, future studies may consider including students’ grades as students’ actual reported performance and achievement. For this research, we used specific social networks such as WeChat, QQ, Tencent Meeting, and Weibo; however, future studies can consider other social networks sites such as Facebook, LinkedIn, Twitter, and blogs. Furthermore, in future studies, mixed research approaches can be used, and the model could be expanded to include other variables such as enjoyment, satisfaction, interactions with teachers, and knowledge sharing.

Questionnaire

Perceived Usefulness

PU1: Using social media for open learning can help me to make my learning more efficient.

PU2: Using social media for open learning can be helpful for my learning needs.

PU3: Using social media for open learning can increase my assignment productivity.

PU4: Using social media for open learning allows me to communicate with more people in short periods.

Perceived Ease of Use

PEU1: Using social media for open learning enables flexible interactions with others.

PEU2: I find it easy to use social media to do what I want to do.

PEU3: It is easy to become skillful at using social media.

PEU4: I find social media easy to use for open learning.

Interaction with peers

IP1: Social media facilitates interactions with my peers.

IP2: Social media gives me the opportunity to engage in discussion with my peers.

IP3: Social media allows for the exchange of information with my peers.

IP4: Social media facilitates dialogue with my peers.

Open learning

OL1: Open learning builds strong and engaging connections between students and tutors.

OL2: Open learning offers opportunity for interaction and communication with instructors, other students, and content experts.

OL3: Open learning provides opportunities to students for team cooperation (collaboration), which has a direct impact on their performance.

OL4: Students have a positive attitude toward the use of social media for open learning and academic purposes.

ENG1: By using social media, I engage in interactions with my peers.

ENG2: By using social media, I engage in interactions with my lecturers.

ENG3: By using social media, I have learned how to work with others effectively.

ENG4: By using social media, I have become satisfied with my engagement with studies.

Academic Performance

AP1: Social media has led to a better learning experience in this module.

AP2: Social media has allowed me to better understand my studies.

AP3: Social media is helpful in my studies and makes it easy to learn.

AP4: Social media improves my academic performance.

Author Contributions

Conceptualization, M.N.K. and M.A.A.; methodology, M.N.K. and M.A.A.; software, M.N.K.; formal analysis, M.N.K. and M.A.A.; resources, M.N.K., S.R.C. and M.K.; writing—original draft preparation, M.N.K., M.A.A., M.K., W.R. and M.F.F.; writing—review and editing, M.N.K., M.A.A., A.U.K. and S.R.C. All authors have read and agreed to the published version of the manuscript.

This research was supported by the National Natural Science Foundation of China (The Research Fund for International Young Scientists, grant no. 71950410624). Opinions reflect those of the authors and do not necessarily reflect those of the grant agencies.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and the protocol was approved by the Ethics Committee of Hunan University.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Impact of Social Media in Education

Introduction.

The 21st century brought the advent of social media which has drastically changed people’s lives. Social media is software, networking instruments, and Internet platforms that are used for a variety of uses such as content sharing and creation, communication, and collaboration. According to Fuchs (2017), social media are internet-based applications that are developed on the technological capabilities of creation and sharing of user-generated content, going beyond interpersonal communication with the aid of universally accessible and scalable interconnection techniques.

By the current year of 2020, the concept is significantly widespread due and virtually everyone in developed countries with access to smartphones and computers utilizing one of the major social media platforms. These have grown on the basis of popularity in younger populations in particular, with children as young as 13 years old able to create social media accounts. Naturally, social media tools became utilized in educational environments in order to facilitate teaching and learning processes due to their engagement and popularity amongst high-school and college-aged students. Social media has positively impacted education by enabling learning, sharing, and collaboration, but continues to maintain concerns from a large body of students, parents, and educators as being distracting and ineffective in the instructional process.

Upon researching the general concept of social media, it became evident that the primary user base remains in the teenage and young adult category, which utilizes the largest array of platforms (Perrin & Anderson 2019). The origins of social media platforms, particularly the universally popular Facebook stem from college students which poses a critical question of the impact of social media on education. This research question although rather broad is specific enough to explore the context. A search of the literature on the UNISA library catalog and Google Scholar found an overwhelming amount of literature, including original research, synthesis, and theory that explores the various impacts of social media in education.

In particular, I wanted to focus on two concepts: 1) the effectiveness of social media tools for educational purposes; 2) the perception of social media use by students and instructors. Despite narrowing down the topic with these keywords, this research has grown to be so influential in recent years that both searches drew tens of thousands of results, even with limiting the search year of past 2016. The literature was selected based on the relevance of headlines and research direction in the abstract as well as the reliability and prestige of the journal. Some articles had internal citations to books or other articles which fit the search criteria, these were explored as well. Overall, approximately 25 literature sources were selected and narrowed down as the report was written based on their usability for the general topic.

Indicators of quality

All literature used in this report was published originally post-2015. The information has not been updated as the majority of these are journal publications. The context of the data may have changed slightly due to the online learning element during the COVID-19 pandemic.

The sources are targeted at an audience who are interested in or active participating stakeholders in the educational sector. The information extensively covers all potential points of interest regarding the topic allowing for a comprehensive overview of the impact of social media on education.

The research selected was conducted by respectable authors and published in key journals in the industry. The articles are cited numerous times in other literature.

All sources come from peer-reviewed journals or publications which significantly increases their accuracy and validity. The sources were checked for reputation and any questionable sources were not utilized

The purpose of the existence of this research is the soaring popularity of social media platform use, adapting it to educational contexts. The controversial nature of social media as both a tool and a distraction has prompted researchers and stakeholders to consider whether it is warranted for further support and integration.

The widespread popularity and adoption of social media have led to calls of leveraging and integrating it in education through various means. Social media holds a unique opportunity for innovating educational research and scholarly communication as well. Integrating social media has multiple uses in the education sector. Students’ learning can be enhanced through active engagement and digital collaboration on a new level. Both teachers and students can also engage in informal learning which includes exchanging resources and community-building activities (Greenhow et al 2019). Social media has a place in the modern educational paradigm with the potential of bridging and informal learning through participatory digital cultures. Social media becomes inherently a space for learning, which when applied through the lens of social constructivism and connectivism can facilitate the powerful features of instant connectivity and engagement in multimodal learning contexts (Greenhow & Lewin 2015).

A study by Price et al (2018) sought to investigate student perceptions on social media integration within course content. The general perception is positive, with social media use for education growing when officially integrated into the program and learning activities. Students found it to be engaging and informative in identifying important elements within the course. However, a part of the sample remains wary of using social media for professional or educational purposes, indicating that individual factors are critical to consider as well. Orlanda-Ventayen and Magno-Ventayen (2017) found that the instructor’s perspective contributes to social learning and is on par with worlds trends. However, there are disadvantages and individual preferences which suggest that social media should be combined with other free learning management systems.

A number of studies found that platforms have no practical use in instructional and learning contexts. Lahti et al (2017) surveyed students to determine the uses of social media in educational contexts and found that the majority of students do not report utilizing the platforms for studying or academic needs. Manca & Ranieri (2016) similarly found that social media utilization is consistently limited or restricted, with neither teachers nor students readily willing to integrate the social media components into educational practices. Common opposition to social media use in education cites pedagogical challenges, institutional constraints, and the general inappropriateness for the learning context. Most often, students utilize social networks for engagement in non-educational activities such as social communication and entertainment rather than learning or skill enhancement (Talaue et al. 2018). Social media use during class creates opportunities for distraction from the learning process with a negative effect to complete tasks and improving academic performance (Flanigan & Boychuk 2015).

Students also perceive social media as a distraction in many contexts. The social media platforms such as Facebook, create opportunities to shift focus via chatting, uploading photos, and other social activities. McCarthy and McCarthy (2014) conducted a study analyzing the distraction factor of working on Facebook. Students found social media to be largely unhelpful and distracting in the studying process, actually taking more effort to concentrate. Other students in a study by Wise et al (2011) concluded that the negative impact on attention was significant while also being a threat to privacy. In the contexts of blended learning in which social media is commonly utilized, findings by Erdem and Kibar (2014) indicate that platforms such as Facebook may be appropriate for communication and interactive aspects, but not useful in sharing homework or projects or promoting academic achievement.

When considering the impact of social media on education, there are three primary questions that become relevant.

Does social media have a role and fit into the modern educational paradigm?

According to Greenhow et al (2019) social media serves as a bridge between formal and informal learning. It presents vital opportunities for active learning, engagement, collaboration, and community connection enhancement. In the modern paradigm, social media creates a digital space that can thrive and envelop the complexities of multimodal or digital setting learning. However, scholars suggest that students inherently adopt the role of consumers rather than full participants (Greenhow & Lewin 2015).

Does social media present a benefit to students and instructors who utilize it for education?

Social media generally benefits students greatly in the development of their learning, thinking, and social skills. There are other benefits such as ease of sharing and dispersing information. Social networking tools are vital to connecting learning groups and improving learning methods. Social and academic integration sees greater success among students with social media utilization (Price et al 2018).

What are the perceptions from stakeholders regarding social media use in education?

There are varying and mixed perspectives from students and instructors regarding the integration of social media use in education. Some see it as a modern method of supplemental learning and highly enjoy the connectivity, especially if social media tools are officially integrated into a course (Orlanda-Ventayen & Magno-Ventayen 2017). However, there are a number of negative perceptions, viewing social media as a cause for distraction in the learning context due to other non-education social features. A significant portion dislikes the concept due to personal preferences or aspects such as limited availability, tools, and forced implementation which does not enhance the learning process in any significant manner (Flanigan & Boychuk 2015; Manca & Ranieri 2016; Lahti et al 2017).

It is evident that social media use in education maintains a controversial nature. However, with widespread adoption, it has garnered positive responses due to the general engagement of students with technology systems and the various interactive features such as customization and sharing of content. It also maintains the added benefit of teaching students safe and responsible use of information technology. Networking is the essential foundation to professional lives, and many views the positive reinforcements and use of it in education can be relevant to the 21st-century education paradigm.

Recommendations

Based on the research it is evident that social media has permeated the educational sector. However, the mixed results indicate that it is not a universally beneficial tool. There are listed benefits of information sharing, direct access to communication, and general support, which should be promoted (Greenhow & Lewin 2015; Greenhow et al 2019). However, there is a range of negative effects of social media in education including distraction, poor integration, and negative effects on academic performance (Flanigan & Boychuk 2015; Manca & Ranieri 2016; Lahti et al 2017; Talaue et al 2018).

Based on this research, the following recommendations are made:

• Social media should not be outright rejected by educational institutions but promoted as a supplemental tool to enhance the learning process for those who may benefit from it.
• Social media should NOT be commonly utilized during direct instructional and classroom time due to the possibilities of distraction.
• Social media SHOULD be integrated as a method of communication and empowerment for students, teachers, parents, and school communication. The technical possibilities of social media platforms can be an effective manner of building an online community for the institution.
• Social media is a highly viable tool for communication and exchange of information alongside traditional methods. This is particularly viable to reach students or share urgent information that may not be viewed via traditional communication such as email.

Social media has become a dominant force in society, permeating the lives of young people especially. There has been a significant inquiry into the impact of social media in education and its general place in the learning context. Results found that social media is able to be integrated into the educational paradigm as a bridge between formal and informal learning. The critical piece of information uncovered indicates that social media has been greatly integrated into a variety of educational contexts with positive results, but there are some mixed perceptions. The implications of the data presented in this report suggest that educators can implement pathways to the integration of social media in mixed-method modalities to the benefit of students. However, it should not be relied upon as a major or even mandatory tool, but rather as supplemental due to the potential for distraction and negative perceptions/individual preferences of students who may not benefit from it.

Erdem, M & Kibar, PN 2014, ‘ Students’ opinions on Facebook supported blended learning environment ’, The Turkish Online Journal of Educational Technology , vol. 13, no. 1, pp. 199-206. Web.

Fuchs, C 2017, Social media: a critical introduction: 2nd edition , Sage, London.

Flanigan, AE & Babchuk, WA 2015, ‘Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom’, Learning and Individual Differences , vol. 44, pp. 40–45.

Greenhow, C & Lewin C 2015, ‘Social media and education: reconceptualizing the boundaries of formal and informal learning’, Learning Media and Technology , pp. 1–25.

Greenhow, C, Galvin, SM & Willet, KBS 2019, ‘what should be the role of social media in education?’, Policy Insights from Behavioral and Brain Sciences , vol. 6, no. 2, pp. 178-185.

Lahti, M, Haapaniemi-Kahala, H & Salminen, L 2017, ‘Use of social media by nurse educator students: an exploratory survey’, The Open Nursing Journal , vol. 11, pp. 26-33.

Manca, S & Ranieri M 2016, ‘Facebook and the others. Potentials and obstacles of social media for teaching in higher education’, Computers and Education , vol. 95, pp. 216–230.

McCarthy, R & McCarthy M 2014, ‘Student perception of social media as a course tool’, Information Systems Education Journal , vol. 9, no. 2, pp. 13-26.

Orlanda-Ventayen, CC & Magno-Ventayen RJ 2017, ‘ Role of social media in education: a teachers’ perspective ’, ASEAN Journal of Open and Distance Learning , vol. 9, no. 2, pp. 1-7. Web.

Perrin, A & Anderson M 2019, Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018 , Pew Research Center, Web.

Price, AM et al 2018, ‘First year nursing students use of social media within education: Results of a survey’, Nurse Education Today , vol. 61, pp. 70–76.

Talaue, GM, AlSaad, A, AlRushaidan, N, AlHugail, A, & AlFahhad, S 2018, ‘The impact of social media on academic performance of selected college students’, International Journal of Advanced Information Technology (IJAIT) , vol. 8, no. 4/5, pp. 27-35. Web.

Wise, L, Skues, J & Williams, B 2011, Facebook in higher education promotes social but not academic engagement . , Ascilite. Web.

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Essay on Social Media for School Students and Children

500+ words essay on social media.

Social media is a tool that is becoming quite popular these days because of its user-friendly features. Social media platforms like Facebook, Instagram, Twitter and more are giving people a chance to connect with each other across distances. In other words, the whole world is at our fingertips all thanks to social media. The youth is especially one of the most dominant users of social media. All this makes you wonder that something so powerful and with such a massive reach cannot be all good. Like how there are always two sides to a coin, the same goes for social media. Subsequently, different people have different opinions on this debatable topic. So, in this essay on Social Media, we will see the advantages and disadvantages of social media.

Advantages of Social Media

When we look at the positive aspect of social media, we find numerous advantages. The most important being a great device for education . All the information one requires is just a click away. Students can educate themselves on various topics using social media.

Moreover, live lectures are now possible because of social media. You can attend a lecture happening in America while sitting in India.

Furthermore, as more and more people are distancing themselves from newspapers, they are depending on social media for news. You are always updated on the latest happenings of the world through it. A person becomes more socially aware of the issues of the world.

In addition, it strengthens bonds with your loved ones. Distance is not a barrier anymore because of social media. For instance, you can easily communicate with your friends and relatives overseas.

Most importantly, it also provides a great platform for young budding artists to showcase their talent for free. You can get great opportunities for employment through social media too.

Another advantage definitely benefits companies who wish to promote their brands. Social media has become a hub for advertising and offers you great opportunities for connecting with the customer.

Get the huge list of more than 500 Essay Topics and Ideas

Disadvantages of Social Media

Despite having such unique advantages, social media is considered to be one of the most harmful elements of society. If the use of social media is not monitored, it can lead to grave consequences.

Thus, the sharing on social media especially by children must be monitored at all times. Next up is the addition of social media which is quite common amongst the youth.

This addiction hampers with the academic performance of a student as they waste their time on social media instead of studying. Social media also creates communal rifts. Fake news is spread with the use of it, which poisons the mind of peace-loving citizens.

In short, surely social media has both advantages and disadvantages. But, it all depends on the user at the end. The youth must particularly create a balance between their academic performances, physical activities, and social media. Excess use of anything is harmful and the same thing applies to social media. Therefore, we must strive to live a satisfying life with the right balance.

FAQs on Social Media

Q.1 Is social media beneficial? If yes, then how?

A.1 Social media is quite beneficial. Social Media offers information, news, educational material, a platform for talented youth and brands.

Q.2 What is a disadvantage of Social Media?

A.2 Social media invades your privacy. It makes you addicted and causes health problems. It also results in cyberbullying and scams as well as communal hatred.

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Social media as a complementary learning tool for teaching and learning: The case of youtube

2018, The International Journal of Management Education

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15 ways to use social media for education

Written by by Jamia Kenan

Published on  September 6, 2023

Reading time  9 minutes

With remote learning and emerging technologies like artificial intelligence (AI), social media is an integral part of education more than ever. There are many different ways to use social media for education inside and outside the classroom.

Because we believe in the power of social media to make nearly anything easier, we will share 15 ways to use social media for education, based on insights shared with us from top institutions.

Benefits of social media in education

Here are our top three benefits of using social media in education:

Benefit 1: Extends learning opportunities

Social media unleashes more learning opportunities. Online classes and remote jobs are the new norm, so teaching students to work from a distance becomes a necessity for digital literacy and preparing them for their careers. Social media platforms support educators in various ways from sharing announcements to holding live lectures.

Benefit 2: Create connections with students and alumni

Social provides a way for institutions to quickly and directly communicate with students, faculty, staff and alumni, fostering connections across various audiences. Social content can attract prospective students, keep parents informed, grow alumni networks, promote on-campus events and more.

Focusing on nurturing community and publishing engaging content can also help increase enrollment. According to our Higher Education Social Media Benchmarks for 2023 report, 41% of school officials can directly attribute increased enrollment to social strategy.

For example, Keele University said their campus photos on Instagram help students solidify their college decision. One student came to the university because she saw their posts on Facebook and it helped confirm her decision, later becoming a digital ambassador for the school.

Benefit 3: Build brand identity

Social supports and amplifies university branding . University marketing teams use social media to maintain a positive brand reputation for their institutions. With the right strategy, colleges and universities can attract more students, increase endowments, promote events or initiatives and improve alumni relations.

Bonus resource : Current students, prospective students, alums, athletes and fans all want something different from your social presence. Use this higher education social media benchmark report to guide your strategy as you meet each of your audiences where they are.

Get the report

Social media in the classroom

From preschool to college, there are so many methods for using social media in the classroom to communicate and educate. Here are seven ways to use social media in the classroom across platforms:

1. Use posts to broadcast updates and alerts

Instructors and colleges can meet students where they are by incorporating social media platforms they’re likely already familiar with like Facebook or X (formerly known as Twitter).

Have students follow a class Facebook Page or join a Facebook Group to view posts about course updates, homework assignments and tests. Universities can have publicly accessible pages dedicated to specific schools or departments that students can see even if they aren’t active on Facebook.

When using social media for education, it’s important to maintain a professional boundary. Email students a direct link to the Facebook Group for access and avoid sending friend requests. Groups are the perfect “home base,” especially for online courses because it makes it easy to connect with students. Similarly, instructors and departments can use Posts on X to keep students informed.

2. Use live streaming for lectures and discussions

Instructors can use Facebook Groups, Instagram Live, YouTube Live or LinkedIn Live to stream lectures and facilitate more accessible learning. If a student can’t come to the lecture hall, they can join online or review later. Adding live captions helps students who may be deaf or hard of hearing, non-native speakers, or learn visually. And platforms like Instagram and YouTube allow live streams to be recorded, providing students with review material for midterms and finals season.

Recorded live streams also widen the institution’s reach and authority by making lectures available to scholars and professors from other colleges, states or countries.

3. Use X for class updates and more

X is a great option for providing quick updates and reminders to students. Teachers can create a single handle per class and reuse it every year, or they can create a new handle each school year. Use X threads to share resources like practice quizzes, interesting perspectives or thought-provoking quotes to foster critical thinking. Hashtags can mark specific discussions or chats with guest speakers.

4. Create a class blog for discussions and cross-channel learning

Blogs are another great outlet for incorporating social media in the classroom. Students can link to the class blog on other social channels. For example, a student might share a photo from their visual essay on LinkedIn to attract the attention of recruiters for job or internships. Using blogs as a semester-long assignment can improve students’ short-form writing and critical thinking.

Don’t feel limited to just an English or writing class; this use of social media in education can be transferred across all subjects. There are also several platforms professors can use to create class blogs, such as Tumblr, Medium or WordPress. The course syllabus, updates and resources can be shared on the blog as well.

5. Use Instagram for digital storytelling

Have students practice storytelling on Instagram by creating class-specific accounts where they can present photos or graphics (and delete them once the course is over, if they so choose). This can work especially well in visual-heavy classes: Have photojournalism students post essays or challenge the social media marketing class to create a faux-brand campaign.

6. Create a class-specific Pinterest board

Educators can use Pinterest to prepare and organize resources, lesson plans and worksheets for their classes in one place. They can also set up Pinterest boards for each of their classes and save pins that are relevant to lessons.

Create boards according to class or subject, and create sub-topic boards for weekly units, projects or worksheets. Pinterest can also be useful for students to curate a digital bibliography for research projects, papers or group assignments. Students can pin websites, books or videos to a board on a single topic and refer back to it when it’s time to write an essay or thesis.

7. Prep for post-graduation and create alumni relationships

LinkedIn can help current students develop networking skills, craft their personal brand and connect with alumni. Flexing these career muscles could help them earn internships, gain mentors and secure job offers before they walk across the stage on graduation day.

Institutions can use LinkedIn for university colleges as well.  For example, a business school may have several private LinkedIn Groups for regional alumni chapters to connect them with students and faculty for internships, fundraising, volunteer opportunities and events.

Encouraging students to post relevant articles, projects and research, internship experiences and other academic accomplishments helps the university develop social proof on the platform. This is also an excellent example of the importance of incorporating advocacy into your social strategy.

Social media for education marketing

Just as there were many ways to use social media in the classroom, there are also many uses for social media in education marketing. Social media marketing can help if you’re looking to reach a larger audience for your college or university. Let’s dive into how social media can empower education marketing.

8. Leverage TikTok creators and influencers for user-generated content

Although many public universities have banned TikTok from campus Wi-fi , some educators and institutions embrace the app to educate and connect with students. Student and teacher influencers can provide user-generated content that satisfies a prospective student’s desire to see authentic content from their peers and future professors.

For example, Chapman University professor @itsmattprince went viral after challenging his class to earn 1 million likes on a TikTok video in exchange for canceling their final:

Fun, yet real-world applications like this illustrate the power of social influence—plus who doesn’t love a canceled final?

9. Include social media links on your school website

In the Higher Education Social Media Benchmarks for 2023 report, we found that 68% of high school students use social channels to research schools. Many parents and prospective students will check a school’s website first if they’re interested, and offering even more ways to follow the school creates a different insight into campus life.

Make it easy for parents and students to find your school’s social media profiles by adding links to the website’s main navigation or creating a social media directory that houses them all in one place.

10. Give a glimpse into student life through photo and video

If you want to attract new students and parents to your school, share photos of campus events to showcase what they could expect. Use short-form video like Reels, TikTok or YouTube Shorts to help prospective students envision themselves attending college there.

Highlighting events, sports, extracurriculars and the beauty of campus can make your school stand out from the rest. While school and university websites tend to follow the same mold, social media allows you to be more unique and casual like this Barbenheimer-inspired post from the University of Georgia:

11. Create alumni community groups

Many alumni want to remain involved with their alma mater after graduation. Creating a dedicated community via Facebook Groups or LinkedIn Groups can increase engagement.

For example, the University of Newcastle has over 148,000 alumni. Their team features current students, staff and alumni to amplify the career opportunities that manifest from being part of their community.

Alumni groups, groups for different graduating classes or departments, and groups for different extracurriculars and organizations allow former and current students to engage and meet others with common interests. Take a look at our alumni engagement best practices guide to learn more ways to keep the school spirit flowing.

12. Incorporate a social media crisis strategy

How would you communicate to the entire campus during an emergency? Whether it’s a fire, tornado or other immediate campus emergency, a social media crisis plan can help institutions proactively prepare. Keep parents and students updated on the situation by sharing information about the crisis and if authorities are involved. Many campuses have automated messaging alerts set up, but using social also enables people to be updated in real time.

Institutions can use social listening , which involves analyzing conversations and trends related to your brand , to aid with public relations crisis management plans. Seneca College leveraged Sprout’s capabilities a few years ago when 12,000 staff members went on strike. Using Brand Keywords and the Smart Inbox, the social media team was able to sort through and respond to a deluge of inbound feedback from concerned students.

13. Use chatbots to support students outside of office hours

In our higher education social media playbook , we talk about the importance of social customer service. Using automated replies or chatbots can help the student body get their questions answered immediately, or at least guide them to a solution faster.

Keele University used chatbots via Sprout’s Bot Builder to respond immediately to common questions about courses and bursary information. In the five months after using chatbots, nearly 500 conversations addressed a variety of topics from housing applications to international student services.

14. Iterate social strategy to create student-centric content

Using social media for education allows educators and marketers to meet students where they are by connecting on channels they use everyday. Social creates an opportunity for institutions to be more even more student-centric. But to keep students engaged, institutions will need to produce content that caters to the wants and needs of their audience(s).

If you want to manage your institution’s social channels successfully, you’ll need to iterate and improve your strategy by reviewing the top and lowest performing content.

Dartmouth College uses Sprout’s Sent Messages report to determine content performance and iterate their overall social strategy as needed. After reviewing which posts performed well, they schedule new posts with similar content to inform their content calendar.

15. Manage your communities all under one roof

Social media empowers universities to bring their various audiences together. Many institutions have an extensive community of prospective and current students, faculty, staff and alumni, but this causes a common pain point: decentralization.

Since colleges and universities have multiple social media accounts, it can be difficult to manage them all seamlessly. However, using a social media management software centralizes multiple networks in one place, so overseeing various accounts becomes more manageable and scalable.

Texas A&M University , one of the largest public universities in the nation, uses social media to connect with these various communities. The university has hundreds of departments, 16 colleges and 19 NCAA sports, so using a social media management tool is essential. Their social team uses Sprout’s publishing suite to discuss strategy, collaborate on content creation and provide feedback to interns all on one platform. In just six months, between August 2020 and January 2021,  Texas A&M earned over 131 million impressions and 8.3 million content engagements across X, Facebook, LinkedIn and Instagram.

A tool like Sprout Social can help make social media management a breeze, regardless of whether you’re a solo marketer or a full marketing department. Multiple users can use the Sprout platform to create content with consistent messaging and schedule posts across networks at the best time using our ViralPost® feature .

And the Post Performance report takes the guesswork out of identifying what content resonates because teams can pinpoint top posts and view engagement across channels.

Sprout enables you to monitor and manage multiple accounts across different networks, which is ideal for educational institutions. Each department or teacher at your school might have their own separate social media accounts for specific information, and a social media management tool can help you ensure the right posts are going out on each of these accounts.

And if there is news or content relevant to multiple departments, Sprout enables users to share the same content across multiple profiles with a single click.

Start using social media for education

Using social media for education goes beyond the classroom because it helps educators shape a modern holistic learning experience, build community and establish academic authority.

Take some of these ideas for a test drive, and sign up for a free Sprout Social trial to help you manage it all.

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Feb 15, 2023

6 Example Essays on Social Media | Advantages, Effects, and Outlines

Got an essay assignment about the effects of social media we got you covered check out our examples and outlines below.

Social media has become one of our society's most prominent ways of communication and information sharing in a very short time. It has changed how we communicate and has given us a platform to express our views and opinions and connect with others. It keeps us informed about the world around us. Social media platforms such as Facebook, Twitter, Instagram, and LinkedIn have brought individuals from all over the world together, breaking down geographical borders and fostering a genuinely global community.

However, social media comes with its difficulties. With the rise of misinformation, cyberbullying, and privacy problems, it's critical to utilize these platforms properly and be aware of the risks. Students in the academic world are frequently assigned essays about the impact of social media on numerous elements of our lives, such as relationships, politics, and culture. These essays necessitate a thorough comprehension of the subject matter, critical thinking, and the ability to synthesize and convey information clearly and succinctly.

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We will provide various examples of social media essays so you may get a feel for the genre.

6 Examples of Social Media Essays

Here are 6 examples of Social Media Essays:

The Impact of Social Media on Relationships and Communication

Introduction:.

The way we share information and build relationships has evolved as a direct result of the prevalence of social media in our daily lives. The influence of social media on interpersonal connections and conversation is a hot topic. Although social media has many positive effects, such as bringing people together regardless of physical proximity and making communication quicker and more accessible, it also has a dark side that can affect interpersonal connections and dialogue.

Positive Effects:

Connecting People Across Distances

One of social media's most significant benefits is its ability to connect individuals across long distances. People can use social media platforms to interact and stay in touch with friends and family far away. People can now maintain intimate relationships with those they care about, even when physically separated.

Improved Communication Speed and Efficiency

Additionally, the proliferation of social media sites has accelerated and simplified communication. Thanks to instant messaging, users can have short, timely conversations rather than lengthy ones via email. Furthermore, social media facilitates group communication, such as with classmates or employees, by providing a unified forum for such activities.

Negative Effects:

Decreased Face-to-Face Communication

The decline in in-person interaction is one of social media's most pernicious consequences on interpersonal connections and dialogue. People's reliance on digital communication over in-person contact has increased along with the popularity of social media. Face-to-face interaction has suffered as a result, which has adverse effects on interpersonal relationships and the development of social skills.

Decreased Emotional Intimacy

Another adverse effect of social media on relationships and communication is decreased emotional intimacy. Digital communication lacks the nonverbal cues and facial expressions critical in building emotional connections with others. This can make it more difficult for people to develop close and meaningful relationships, leading to increased loneliness and isolation.

Increased Conflict and Miscommunication

Finally, social media can also lead to increased conflict and miscommunication. The anonymity and distance provided by digital communication can lead to misunderstandings and hurtful comments that might not have been made face-to-face. Additionally, social media can provide a platform for cyberbullying , which can have severe consequences for the victim's mental health and well-being.

Conclusion:

In conclusion, the impact of social media on relationships and communication is a complex issue with both positive and negative effects. While social media platforms offer many benefits, such as connecting people across distances and enabling faster and more accessible communication, they also have a dark side that can negatively affect relationships and communication. It is up to individuals to use social media responsibly and to prioritize in-person communication in their relationships and interactions with others.

The Role of Social Media in the Spread of Misinformation and Fake News

Social media has revolutionized the way information is shared and disseminated. However, the ease and speed at which data can be spread on social media also make it a powerful tool for spreading misinformation and fake news. Misinformation and fake news can seriously affect public opinion, influence political decisions, and even cause harm to individuals and communities.

The Pervasiveness of Misinformation and Fake News on Social Media

Misinformation and fake news are prevalent on social media platforms, where they can spread quickly and reach a large audience. This is partly due to the way social media algorithms work, which prioritizes content likely to generate engagement, such as sensational or controversial stories. As a result, false information can spread rapidly and be widely shared before it is fact-checked or debunked.

The Influence of Social Media on Public Opinion

Social media can significantly impact public opinion, as people are likelier to believe the information they see shared by their friends and followers. This can lead to a self-reinforcing cycle, where misinformation and fake news are spread and reinforced, even in the face of evidence to the contrary.

The Challenge of Correcting Misinformation and Fake News

Correcting misinformation and fake news on social media can be a challenging task. This is partly due to the speed at which false information can spread and the difficulty of reaching the same audience exposed to the wrong information in the first place. Additionally, some individuals may be resistant to accepting correction, primarily if the incorrect information supports their beliefs or biases.

In conclusion, the function of social media in disseminating misinformation and fake news is complex and urgent. While social media has revolutionized the sharing of information, it has also made it simpler for false information to propagate and be widely believed. Individuals must be accountable for the information they share and consume, and social media firms must take measures to prevent the spread of disinformation and fake news on their platforms.

The Effects of Social Media on Mental Health and Well-Being

Social media has become an integral part of modern life, with billions of people around the world using platforms like Facebook, Instagram, and Twitter to stay connected with others and access information. However, while social media has many benefits, it can also negatively affect mental health and well-being.

Comparison and Low Self-Esteem

One of the key ways that social media can affect mental health is by promoting feelings of comparison and low self-esteem. People often present a curated version of their lives on social media, highlighting their successes and hiding their struggles. This can lead others to compare themselves unfavorably, leading to feelings of inadequacy and low self-esteem.

Cyberbullying and Online Harassment

Another way that social media can negatively impact mental health is through cyberbullying and online harassment. Social media provides a platform for anonymous individuals to harass and abuse others, leading to feelings of anxiety, fear, and depression.

Social Isolation

Despite its name, social media can also contribute to feelings of isolation. At the same time, people may have many online friends but need more meaningful in-person connections and support. This can lead to feelings of loneliness and depression.

Addiction and Overuse

Finally, social media can be addictive, leading to overuse and negatively impacting mental health and well-being. People may spend hours each day scrolling through their feeds, neglecting other important areas of their lives, such as work, family, and self-care.

In sum, social media has positive and negative consequences on one's psychological and emotional well-being. Realizing this, and taking measures like reducing one's social media use, reaching out to loved ones for help, and prioritizing one's well-being, are crucial. In addition, it's vital that social media giants take ownership of their platforms and actively encourage excellent mental health and well-being.

The Use of Social Media in Political Activism and Social Movements

Social media has recently become increasingly crucial in political action and social movements. Platforms such as Twitter, Facebook, and Instagram have given people new ways to express themselves, organize protests, and raise awareness about social and political issues.

Raising Awareness and Mobilizing Action

One of the most important uses of social media in political activity and social movements has been to raise awareness about important issues and mobilize action. Hashtags such as #MeToo and #BlackLivesMatter, for example, have brought attention to sexual harassment and racial injustice, respectively. Similarly, social media has been used to organize protests and other political actions, allowing people to band together and express themselves on a bigger scale.

Connecting with like-minded individuals

A second method in that social media has been utilized in political activity and social movements is to unite like-minded individuals. Through social media, individuals can join online groups, share knowledge and resources, and work with others to accomplish shared objectives. This has been especially significant for geographically scattered individuals or those without access to traditional means of political organizing.

Challenges and Limitations

As a vehicle for political action and social movements, social media has faced many obstacles and restrictions despite its many advantages. For instance, the propagation of misinformation and fake news on social media can impede attempts to disseminate accurate and reliable information. In addition, social media corporations have been condemned for censorship and insufficient protection of user rights.

In conclusion, social media has emerged as a potent instrument for political activism and social movements, giving voice to previously unheard communities and galvanizing support for change. Social media presents many opportunities for communication and collaboration. Still, users and institutions must be conscious of the risks and limitations of these tools to promote their responsible and productive usage.

The Potential Privacy Concerns Raised by Social Media Use and Data Collection Practices

With billions of users each day on sites like Facebook, Twitter, and Instagram, social media has ingrained itself into every aspect of our lives. While these platforms offer a straightforward method to communicate with others and exchange information, they also raise significant concerns over data collecting and privacy. This article will examine the possible privacy issues posed by social media use and data-gathering techniques.

Data Collection and Sharing

The gathering and sharing of personal data are significant privacy issues brought up by social media use. Social networking sites gather user data, including details about their relationships, hobbies, and routines. This information is made available to third-party businesses for various uses, such as marketing and advertising. This can lead to serious concerns about who has access to and uses our personal information.

Lack of Control Over Personal Information

The absence of user control over personal information is a significant privacy issue brought up by social media usage. Social media makes it challenging to limit who has access to and how data is utilized once it has been posted. Sensitive information may end up being extensively disseminated and may be used maliciously as a result.

Personalized Marketing

Social media companies utilize the information they gather about users to target them with adverts relevant to their interests and usage patterns. Although this could be useful, it might also cause consumers to worry about their privacy since they might feel that their personal information is being used without their permission. Furthermore, there are issues with the integrity of the data being used to target users and the possibility of prejudice based on individual traits.

Government Surveillance

Using social media might spark worries about government surveillance. There are significant concerns regarding privacy and free expression when governments in some nations utilize social media platforms to follow and monitor residents.

In conclusion, social media use raises significant concerns regarding data collecting and privacy. While these platforms make it easy to interact with people and exchange information, they also gather a lot of personal information, which raises questions about who may access it and how it will be used. Users should be aware of these privacy issues and take precautions to safeguard their personal information, such as exercising caution when choosing what details to disclose on social media and keeping their information sharing with other firms to a minimum.

The Ethical and Privacy Concerns Surrounding Social Media Use And Data Collection

Our use of social media to communicate with loved ones, acquire information, and even conduct business has become a crucial part of our everyday lives. The extensive use of social media does, however, raise some ethical and privacy issues that must be resolved. The influence of social media use and data collecting on user rights, the accountability of social media businesses, and the need for improved regulation are all topics that will be covered in this article.

Effect on Individual Privacy:

Social networking sites gather tons of personal data from their users, including delicate information like search history, location data, and even health data. Each user's detailed profile may be created with this data and sold to advertising or used for other reasons. Concerns regarding the privacy of personal information might arise because social media businesses can use this data to target users with customized adverts.

Additionally, individuals might need to know how much their personal information is being gathered and exploited. Data breaches or the unauthorized sharing of personal information with other parties may result in instances where sensitive information is exposed. Users should be aware of the privacy rules of social media firms and take precautions to secure their data.

Responsibility of Social Media Companies:

Social media firms should ensure that they responsibly and ethically gather and use user information. This entails establishing strong security measures to safeguard sensitive information and ensuring users are informed of what information is being collected and how it is used.

Many social media businesses, nevertheless, have come under fire for not upholding these obligations. For instance, the Cambridge Analytica incident highlighted how Facebook users' personal information was exploited for political objectives without their knowledge. This demonstrates the necessity of social media corporations being held responsible for their deeds and ensuring that they are safeguarding the security and privacy of their users.

Better Regulation Is Needed

There is a need for tighter regulation in this field, given the effect, social media has on individual privacy as well as the obligations of social media firms. The creation of laws and regulations that ensure social media companies are gathering and using user information ethically and responsibly, as well as making sure users are aware of their rights and have the ability to control the information that is being collected about them, are all part of this.

Additionally, legislation should ensure that social media businesses are held responsible for their behavior, for example, by levying fines for data breaches or the unauthorized use of personal data. This will provide social media businesses with a significant incentive to prioritize their users' privacy and security and ensure they are upholding their obligations.

In conclusion, social media has fundamentally changed how we engage and communicate with one another, but this increased convenience also raises several ethical and privacy issues. Essential concerns that need to be addressed include the effect of social media on individual privacy, the accountability of social media businesses, and the requirement for greater regulation to safeguard user rights. We can make everyone's online experience safer and more secure by looking more closely at these issues.

In conclusion, social media is a complex and multifaceted topic that has recently captured the world's attention. With its ever-growing influence on our lives, it's no surprise that it has become a popular subject for students to explore in their writing. Whether you are writing an argumentative essay on the impact of social media on privacy, a persuasive essay on the role of social media in politics, or a descriptive essay on the changes social media has brought to the way we communicate, there are countless angles to approach this subject.

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