A study on the determinants of social media based learning in higher education

Abstract

Social-Media-Based Learning (SMBL) is the use of social-media-based platforms, such as Twitter, Google Plus, Facebook, and YouTube, for learning purposes. It facilitates interactive, participative, and cooperative learning among people in real time. This study aimed to determine the factors influencing SMBL in higher education institutions and to assess the mediating effect of trust on the target platform. To this end, we developed a model by combining the theoretical constructs of the unified theory of acceptance and use of technology theory with the concept of “trust.” We used the structural equation modeling method (partial least squares analysis) to analyze data collected using an online survey of 300 participants that included university students and faculties of higher education institutions in Bangladesh. In addition, we used importance-performance map analysis to determine constructs having relatively high importance, but showing relatively low performance. The study revealed that performance expectancy, effort expectancy, social influence, and facility conditions have a significant impact on social media usage intention. Furthermore, trust partially mediates the direct impact of performance expectancy, effort expectancy, and social influence on social media usage intention. The findings imply that trust has higher importance but relatively low performance.

Appendix

Constructs	Items	Sources
Performance expectancy	PE1: I find social media-based learning useful for my study PE2: I can accomplish my tasks more quickly by using social media-based learning PE3: I can increase my learning productivity by using social media-based learning PE4: I will increase my chances of getting more competence by using social media-based learning	Davis (1989), Davis et al. (1989), Moore and Benbasat (1991), Compeau and Higgins (1995), Compeau et al. (1999) and Venkatesh et al. (2003)
Effort expectancy	EE1: I think my interaction with social media-based learning is clear and understandable EE2: I consider social media-based learning as an easy medium to become a skillful person EE3: I would prefer to use social media compared to other modes (emails, phone calls) as a communication medium with peers and/or academics as it is simple and easy to use EE4: I perceive that operating social media-based learning will be easy for me	Davis (1989), Davis et al. (1989), Moore and Benbasat (1991) and Venkatesh et al. (2003)
Social influence	SI1: I am influenced by friends and family in the way I use social media in learning SI2: I am influenced by faculty teaching courses in the way I use social media in learning SI3: I learned from friends about how to access learning materials through social media sites	Balakrishnan et al. (2017) and Venkatesh et al. (2003)
Facilitating conditions	FC1: I have the resources necessary to use social media-based learning FC2: I have the knowledge necessary to use social media-based learning FC3: I use other systems compatible with social media-based learning FC4: I get assistance from experts when I face difficulties with social media-based learning	Ajzen (1991), Taylor and Todd (1995a, 1995b), Thompson et al. (1991) and Venkatesh et al. (2003)
Trust	T1: I trust social media-based learning T2: I am certain about what to expect from social media-based learning T3: Social media-based learning is trustworthy	Gefen and Straub (2003) and Belanche et al. (2012)
Behavioral intention to use the system	IU1: I intend to continue using social media-based learning in the future IU2: I predict that I will continue using social media-based learning in the future IU3: I have the plan to continue using social media-based learning in the future	Venkatesh et al. (2003)