You are here:

Can learning be virtually boosted? An investigation of online social networking impacts
ARTICLE

, , ,

Computers & Education Volume 55, Number 4 ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students’ learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.

Citation

Yu, A.Y., Tian, S.W., Vogel, D. & Chi-Wai Kwok, R. Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(4), 1494-1503. Elsevier Ltd. Retrieved September 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.06.015

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.