Developing a Comprehensive Theoretical Model for Adopting Social Media in Higher Education

Autor/inn/en	Al-Qaysi, Noor; Mohamad-Nordin, Norhisham; Al-Emran, Mostafa
Titel	Developing a Comprehensive Theoretical Model for Adopting Social Media in Higher Education
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4324-4345 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Qaysi, Noor) ORCID (Al-Emran, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1961809
Schlagwörter	Social Media; Higher Education; Student Behavior; Student Attitudes; Technology Uses in Education; Learning Strategies; College Students; Foreign Countries; Usability; User Satisfaction (Information); Technology Integration; Oman + Suchen Sie Ihr Suchwort? Soziale Medien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student behaviour; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Ausland; Benutzerfreundlichkeit
Abstract	To identify the most frequent factors that showed significant results in the previous literature of social media, a quantitative systematic approach of 713 studies was conducted. The results showed that perceived enjoyment (PE), subjective norm (SN), self-efficacy (SE), perceived critical mass (PCM), facilitating conditions (FC), perceived compatibility (PC), and information quality (IQ) were the main frequent factors that showed significant results in the reviewed studies. Accordingly, this research aims to develop a comprehensive theoretical model by extending the Technology Acceptance Model (TAM) with those factors to investigate the students' behavioral intention to adopt social media in higher education. The developed model is validated using the partial least squares-structural equation modeling (PLS-SEM) technique through data collected from 655 students studying at eight colleges/universities situated at eight governorates in Oman. The findings showed that PE, PCM, PC, and IQ positively impact the perceived usefulness (PU) of social media for learning purposes. The results also indicated that PE, SE, FC, and IQ positively affect perceived ease of use (PEOU). However, PU was not affected by SN and SE. Similarly, PEOU was not influenced by PC. The theoretical contributions and practical implications of these results are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01