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The purpose of this article was to reduce the dissimilarities in the literature regarding the use of social media for training and its impact on students' academic performance in higher education institutions. The main method of data collection for task-technology fit (TTF) and the technology acceptance model (TAM) was a questionnaire survey. This research hypothesizes that TTF applied to social media for learning will affect technology, task, and social characteristics that in turn improve students' satisfaction and students' academic performance. It also posits that the behavioral intent to use social media for learning will affect comprehension efficiency, ease of use, and enjoyment, all of which also improve students' satisfaction and students' academic performance. The data collection questionnaire was conducted with 162 students familiar with social media. Quantitative structural equation modeling was employed to analyze the results. A significant relationship was found between technology, task, and social features with TTF for utilizing social media for academic purposes, all of which fostered student enjoyment and improved outcomes. Similarly, a clear relationship was found between comprehension efficiency, ease of use, and enjoyment with behavioral intentions to utilize social media for academic purposes that positively affected satisfaction and achievement. Therefore, the study indicates that TTF and behavioral intentions to use social media improve the active learning of students and enable them to efficiently share knowledge, information, and discussions. We recommend that students utilize social media in pursuit of their educational goals. Educators should also be persuaded to incorporate social media into their classes at higher education institutions. INDEX TERMS Task-technology fit, technology acceptance model, social media.

Social media is widely considered to improve collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a review of the empirical literature, and its distinctiveness stems from the focus on collaborative learning and engagement to understand the interactive factors relevant that affect academic performance. This study also explores factors that contribute to the enhancement of collaborative learning and engagement through social media. It is unique in that it highlights that the effective use of social media for collaborative learning, engagement, and intention to use social media" -a phenomenon that relies on the theory of social constructivist learning. The findings showed that collaborative learning, engagement, and intention to use social media positively and significantly relate to the interactivity of research group members with peers and research students with supervisors to improve their academic performance in Malaysian higher education.

In the e-learning literature, learning satisfaction with e-learning systems has been addressed. In the present study, a model and an instrument were developed to measure students' satisfaction with e-learning systems. The study provided a description of the procedures employed in survey conceptualization, items generation, data collection and validation of multiple-item scale. It also confirmed reliability and discriminant validity of data for analysis gathered from a sample comprising 268 respondents. The researcher made use of the structural equation modeling (SEM) method with the SmartPLS program to shed a light on the adoption process. The model comprises of factors including content of e-learning, interface of e-learning, personalization of elearning, community of e-learning, self-efficacy of e-learning, perceived usefulness, perceived ease of use and intention to use e-learning and their impact on the satisfaction of students. The model was developed on the basis of technology acceptance model (TAM) and the findings evidenced that the model is a robust theoretical tool employed to examine the acceptance of elearning among students.