Motivations for Using Social Networking Sites by College Students for Educational Purposes
Recently there has been a dramatic proliferation in
the number of social networking sites (SNSs) users; however, little
is published about what motivates college students to use SNSs in
education. The main goal of this research is to explore the college
students’ motives for using SNSs in education. A conceptual
framework has therefore been developed to identify the main
factors that influence/motivate students to use social networking
sites for learning purposes. To achieve the research objectives a
quantitative method was used to collect data. A questionnaire has
been distributed amongst college students. The results reveal that
social influence, perceived enjoyment, institute regulation,
perceived usefulness, ranking up-lift, attractiveness,
communication tools, free of charge, sharing material and course
nature all play an important role in the motivation of college
students to use SNSs for learning purposes.
[1] Karimi, L., Khodabandelou, R., Ehsani, M. M. and Ahmad, M.,
(2014), Applying the Uses and Gratifications Theory to Compare
Higher Education Students’ Motivation for Using Social Networking
Sites: Experiences from Iran, Malaysia, United Kingdom, and South
Africa.
[2] Silius, K., Miilumaki, T., Huhtamaki, J., Tebest, T., Merilainen, J. and
Pohjolainen, S., (2010), Students' motivations for social media
enhanced studying and learning, Knowledge Management & ELearning:
An International Journal (KM&EL), vol. 2 (1), pp. 51-67.
[3] Cao, Y. and Hong, P., (2011), Antecedents and consequences of
social media utilization in college teaching: a proposed model with
mixed-methods investigation, On the Horizon, vol. 19 (4), pp. 297-
306.
[4] [4] International Education Research (JIER), vol. 8 (3), pp. 255-262.
[5] Redecker, C., Ala-Mutka, K. and Punie, Y. (2010), Learning 2.0-The
impact of social media on learning in Europe, Policy brief., Institute
for Prospective Technological Studies.
[6] Heikkinen, S., (2012), Impact of Motivation, Language and Social
Network on Learning Process, Engineering Education, vol. 23, pp. 26.
[7] Venkatesh, V., Thong, J. and Xu, X., (2012), Consumer acceptance
and use of information technology: extending the unified theory of
acceptance and use of technology, MIS quarterly, vol. 36 (1), pp. 157-
178.
[8] Shen, D., Laffey, J., Lin, Y. and Huang, X., (2006), Social influence
for perceived usefulness and ease of use of course delivery systems,
Journal of Interactive Online Learning, vol. 5 (3), pp. 270-282.
[9] Park, Y., Son, H. and Kim, C., (2012), Investigating the determinants
of construction professionals' acceptance of web-based training: An
extension of the technology acceptance model, Automation in
Construction, vol. 22, pp. 377-386.
[10] Huang, J.-H., Lin, Y.-R. and Chuang, S.-T., (2007), Elucidating user
behavior of mobile learning: A perspective of the extended
technology acceptance model, Electronic Library, The, vol. 25 (5), pp.
585-598.
[11] Davis, F. D., (1989), Perceived usefulness, perceived ease of use, and
user acceptance of information technology, MIS quarterly, pp. 319-
340.
[12] Rodriguez-Keyes, E., Schneider, D. A. and Keenan, E. K., (2013),
Being Known in Undergraduate Social Work Education: The Role of
Instructors in Fostering Student Engagement and Motivation, Social
Work Education, vol. 32 (6), pp. 785-799.
[13] Aydın, G. S., Muyan, M. and Demir, A., (2013), The Investigation of
Facebook usage Purposes and Shyness, Loneliness, Procedia-Social
and Behavioral Sciences, vol. 93, pp. 737-741.
[14] Mao, J., (2014), Social media for learning: A mixed methods study on
high school students’ technology affordances and perspectives,
Computers in Human Behavior, vol. 33, pp. 213-223.
[15] Usher, K., Woods, C., Casella, E., Glass, N., Wilson, R., Mayner, L.,
Jackson, D., Brown, J., Duffy, E. and Mather, C., (2014), Australian
health professions student use of social media, Collegian.
[16] Dabbagh, N. and Kitsantas, A., (2012), Personal Learning
Environments, social media, and self-regulated learning: A natural
formula for connecting formal and informal learning, The Internet and
higher education, vol. 15 (1), pp. 3-8.
[17] Bogdanov, E., Limpens, F., Li, N., El Helou, S., Salzmann, C. and
Gillet, D., (2012), A social media platform in higher education, In the
proceeding of Global Engineering Education Conference (EDUCON),
2012 IEEE, 1-8
[18] Lai, C., Wang, Q. and Lei, J., (2012), What factors predict
undergraduate students' use of technology for learning? A case from
Hong Kong, Computers & Education, vol. 59 (2), pp. 569-579.
[19] Chandel, J. K., Sharma, D. S. K. and Bansal, D., (2011), Linking the
‘Big Five’ personality domains to organizational commitment,
International journal of research in commerce, IT and management,
Vol. 1(3), pp 19-24.
[1] Karimi, L., Khodabandelou, R., Ehsani, M. M. and Ahmad, M.,
(2014), Applying the Uses and Gratifications Theory to Compare
Higher Education Students’ Motivation for Using Social Networking
Sites: Experiences from Iran, Malaysia, United Kingdom, and South
Africa.
[2] Silius, K., Miilumaki, T., Huhtamaki, J., Tebest, T., Merilainen, J. and
Pohjolainen, S., (2010), Students' motivations for social media
enhanced studying and learning, Knowledge Management & ELearning:
An International Journal (KM&EL), vol. 2 (1), pp. 51-67.
[3] Cao, Y. and Hong, P., (2011), Antecedents and consequences of
social media utilization in college teaching: a proposed model with
mixed-methods investigation, On the Horizon, vol. 19 (4), pp. 297-
306.
[4] [4] International Education Research (JIER), vol. 8 (3), pp. 255-262.
[5] Redecker, C., Ala-Mutka, K. and Punie, Y. (2010), Learning 2.0-The
impact of social media on learning in Europe, Policy brief., Institute
for Prospective Technological Studies.
[6] Heikkinen, S., (2012), Impact of Motivation, Language and Social
Network on Learning Process, Engineering Education, vol. 23, pp. 26.
[7] Venkatesh, V., Thong, J. and Xu, X., (2012), Consumer acceptance
and use of information technology: extending the unified theory of
acceptance and use of technology, MIS quarterly, vol. 36 (1), pp. 157-
178.
[8] Shen, D., Laffey, J., Lin, Y. and Huang, X., (2006), Social influence
for perceived usefulness and ease of use of course delivery systems,
Journal of Interactive Online Learning, vol. 5 (3), pp. 270-282.
[9] Park, Y., Son, H. and Kim, C., (2012), Investigating the determinants
of construction professionals' acceptance of web-based training: An
extension of the technology acceptance model, Automation in
Construction, vol. 22, pp. 377-386.
[10] Huang, J.-H., Lin, Y.-R. and Chuang, S.-T., (2007), Elucidating user
behavior of mobile learning: A perspective of the extended
technology acceptance model, Electronic Library, The, vol. 25 (5), pp.
585-598.
[11] Davis, F. D., (1989), Perceived usefulness, perceived ease of use, and
user acceptance of information technology, MIS quarterly, pp. 319-
340.
[12] Rodriguez-Keyes, E., Schneider, D. A. and Keenan, E. K., (2013),
Being Known in Undergraduate Social Work Education: The Role of
Instructors in Fostering Student Engagement and Motivation, Social
Work Education, vol. 32 (6), pp. 785-799.
[13] Aydın, G. S., Muyan, M. and Demir, A., (2013), The Investigation of
Facebook usage Purposes and Shyness, Loneliness, Procedia-Social
and Behavioral Sciences, vol. 93, pp. 737-741.
[14] Mao, J., (2014), Social media for learning: A mixed methods study on
high school students’ technology affordances and perspectives,
Computers in Human Behavior, vol. 33, pp. 213-223.
[15] Usher, K., Woods, C., Casella, E., Glass, N., Wilson, R., Mayner, L.,
Jackson, D., Brown, J., Duffy, E. and Mather, C., (2014), Australian
health professions student use of social media, Collegian.
[16] Dabbagh, N. and Kitsantas, A., (2012), Personal Learning
Environments, social media, and self-regulated learning: A natural
formula for connecting formal and informal learning, The Internet and
higher education, vol. 15 (1), pp. 3-8.
[17] Bogdanov, E., Limpens, F., Li, N., El Helou, S., Salzmann, C. and
Gillet, D., (2012), A social media platform in higher education, In the
proceeding of Global Engineering Education Conference (EDUCON),
2012 IEEE, 1-8
[18] Lai, C., Wang, Q. and Lei, J., (2012), What factors predict
undergraduate students' use of technology for learning? A case from
Hong Kong, Computers & Education, vol. 59 (2), pp. 569-579.
[19] Chandel, J. K., Sharma, D. S. K. and Bansal, D., (2011), Linking the
‘Big Five’ personality domains to organizational commitment,
International journal of research in commerce, IT and management,
Vol. 1(3), pp 19-24.
@article{"International Journal of Business, Human and Social Sciences:67918", author = "Kholoud H. Al-Zedjali and Abir S. Al-Harrasi and Ali H. Al-Badi", title = "Motivations for Using Social Networking Sites by College Students for Educational Purposes", abstract = "Recently there has been a dramatic proliferation in
the number of social networking sites (SNSs) users; however, little
is published about what motivates college students to use SNSs in
education. The main goal of this research is to explore the college
students’ motives for using SNSs in education. A conceptual
framework has therefore been developed to identify the main
factors that influence/motivate students to use social networking
sites for learning purposes. To achieve the research objectives a
quantitative method was used to collect data. A questionnaire has
been distributed amongst college students. The results reveal that
social influence, perceived enjoyment, institute regulation,
perceived usefulness, ranking up-lift, attractiveness,
communication tools, free of charge, sharing material and course
nature all play an important role in the motivation of college
students to use SNSs for learning purposes.
", keywords = "Social networking sites (SNSs), education, college
students.", volume = "8", number = "8", pages = "2698-4", }
