Incremental impact of time on students' use of E‐learning via Facebook

Abstract

The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e-Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e-Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e-Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e-Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course-related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends.

Undergraduates’ perception and engagement in Facebook learning groups

“…The positive results of this study imply that FLG can be utilised as a suitable outlet to facilitate collaborative learning activities. The findings demonstrated high satisfaction levels among undergraduates, and this is supported by the rationale of the importance for students to have familiar spaces (Moghavvemi & Salarzadeh Janatabadi, ), to help build a sense of community and the ease of learning interactions would encourage them to participate more in their learning, and in turn, help increase satisfaction with university life (Hamid et al ., ; Lee et al ., ).…”

“…Te poitive et of ti tdy impy tt FLG be tiied itbe otet to fiitte obotive eig tivitie. Te fidig demotted ig tiftio eve mogdegdte, d ti i ppoted by te tioe of te impote fo tdet to ve fmii pe (Mogvvemi & Szde Jtbdi, 2018), to ep bid ee of ommity d te ee of eig itetio wod eoge tem to ptiipte moe i tei eig, d i t, ep iee tiftio wit iveity ife (Hmid et al, 2015;Lee et al, 2011).…”

Student perception of usefulness and ease using Kahoot, a free web-based tool in a tertiary education setting

“…In e-learning via Facebook perspective, Moghavvemi & Janatabadi (2018) pointed out that behavioral intention has a positive impact on the extent of using e-learning via Facebook. In view of this, the following hypothesis was proposed: H10: Behavioral intention has a significant positive influence on Kahoot usage.…”

Social Media-Specific Epistemological Beliefs: A Scale Development Study

“…The use of social media affects the lives of individuals in many ways, and this effect is seen in educational meaning (Celik, 2012;Dobrean & Pasarelu, 2016). Various social media platforms, especially Facebook, are being used as online learning areas for distance education and blended learning to strengthen the learning of students (Callaghan & Fribbance, 2018;Greenhow & Askari, 2017;Kucuk & Sahin, 2013;Moghavvemi & Salarzadeh Janatabadi, 2018;VanDoorn & Eklund, 2013). Given that epistemological beliefs are a positive predictor of academic achievement (Arslantas, 2015;Schommer, 1993), researchers may want to determine to what extent social media-specific epistemological beliefs affect the academic success of a teaching in the social media.…”