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The relationship between university student learning outcomes and participation in social network services, social acceptance and attitude towards school life
Author(s) -
Park Sung Youl,
Cha SeungBong,
Lim Keol,
Jung SeungHwa
Publication year - 2014
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12013
Subject(s) - psychology , social capital , structural equation modeling , experiential learning , social learning , social cognitive theory , social psychology , mathematics education , pedagogy , sociology , computer science , social science , machine learning
Educators try to use social network services ( SNSs ) in their teaching because they are regarded as beneficial to student learning. However, little research to date has empirically investigated whether the use of an SNS increases university student learning outcomes. A total of 730 university students in the capital area of S outh K orea participated in the present study. Based on social learning theory, we developed a general structural model that included SNS participation ( SP ) as an exogenous variable and a range of endogenous variables: cognitive domain learning outcomes, affective domain learning outcomes, social domain learning outcomes, social acceptance ( SA ) and attitude towards university life ( AT ). The study results confirmed that the model adequately explained causal relationships between student learning outcomes and SA , AT and SP . SA was identified as a key variable because of its direct effect on learning outcomes. However, SP was considered more important because of its large indirect effects on all learning outcomes through both SA and AT .