Social Media for Knowledge Acquisition and Dissemination: The Impact of the COVID-19 Pandemic on Collaborative Learning Driven Social Media Adoption

During the COVID-19 outbreak, educational institutions were closed, and students worldwide were confined to their homes. In an educational environment, students depend on collaborative learning (CL) to improve their learning performance. This study aimed to increase the understanding of social media...

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Bibliographic Details
Published in:Frontiers in psychology 2021-05, Vol.12, p.648253-648253
Main Authors: Khan, Muhammad Naeem, Ashraf, Muhammad Azeem, Seinen, Donald, Khan, Kashif Ullah, Laar, Rizwan Ahmed
Format: Article
Language:English
Subjects:
collaborative learning
COVID-19
electronic-learning
Psychology
social networking
student community
TAM
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Summary:During the COVID-19 outbreak, educational institutions were closed, and students worldwide were confined to their homes. In an educational environment, students depend on collaborative learning (CL) to improve their learning performance. This study aimed to increase the understanding of social media adoption among students during the COVID-19 pandemic for the purpose of CL. Social media provides a learning platform that enables students to easily communicate with their peers and subject specialists, and is conducive to students' CL. This study addresses the key concept of CL during the COVID-19 pandemic by assessing social media use among students in higher education. The relationship between social media use and students' performance is crucial to understanding the role of social media during a pandemic. This study is based on constructivism theory and the technology acceptance model. Structural equation modeling was used to analyze the conceptual model using SmartPLS. The research findings indicate that social media plays an important role during the pandemic because it provides opportunities for students to enhance CL under the aforementioned situations. This study makes noteworthy theoretical and practical contributions.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.648253