Social Media-Based Collaborative Learning: The Effect on Learning Success with the Moderating Role of Cyberstalking and Cyberbullying

Autor/inn/en	Al-Rahmi, Waleed Mugahed; Yahaya, Noraffandy; Alturki, Uthman; Alrobai, Amen; Aldraiweesh, Ahmed A.; Omar Alsayed, Alhuseen; Kamin, Yusri Bin
Titel	Social Media-Based Collaborative Learning: The Effect on Learning Success with the Moderating Role of Cyberstalking and Cyberbullying
Quelle	In: Interactive Learning Environments, 30 (2022) 8, S.1434-1447 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Rahmi, Waleed Mugahed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1728342
Schlagwörter	Social Media; Cooperative Learning; Predictor Variables; Academic Achievement; Bullying; Computer Mediated Communication; College Students; Student Interests; Student Satisfaction; Usability; Computer Uses in Education; Foreign Countries; Student Attitudes; Malaysia + Suchen Sie Ihr Suchwort? Soziale Medien; Kooperatives Lernen; Prädiktor; Schulleistung; Mobbing; Computerkonferenz; Collegestudent; Studieninteresse; Computernutzung; Ausland; Schülerverhalten
Abstract	Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students' academic performance and collaborative learning has not yet been addressed. Therefore, this study aims to bridge the literature gap concerning the use of SM and explore its effect on student performance through Cyberstalking and cyberbullying. A questionnaire was designed based on both the Technology Acceptance Model and Constructivism Theory for data collection. It was handed to 538 university students. This study found a significant relationship between social presence, perceived usefulness, perceived ease of use, and perceived enjoyment with SM use. As shown by the use of communication and communication indicated by the results, SM is a powerful tool for developing and enhancing educational settings. However, this study found a negative relationship between student interactions and SM use. A positive relationship was found from SM use on collaborative learning and student performance that was dampened by Cyberstalking, which is considered a dampening factor and a moderator. Moreover, collaborative learning was reported to be negatively influenced by perceived usefulness as Cyberbullying was found to dampen the relationship between student performance and collaborative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01