Social Media-Based Collaborative Learning Effects on Student Performance/Learner Performance With Moderating Role of Academic Self-Efficacy

Abstract

Social media has always been described as the channel through which knowledge is transmitted between communities, students, and learners. This social media has been utilized by university students in a way to encourage collaborative learning and social interaction. This study explores the use of social media in the process of collaborative learning among university students in China using a survey method, a total of 583 students from different universities were surveyed in this study. Through this investigation, different factors enhancing collaborative learning among university students in the context of using social media are going to be examined. Structural equation modeling (SEM) and hierarchical regression were used to analyze the suggested hypothesis. Results show that perceived benefit, active learning, and interaction with students are significantly related to social media collaboration. However, perceived ease of use and perceived usefulness have an insignificant effect on social media collaborative learning. Additionally, students’ academic self-efficacy significantly moderates the relationship between social media collaboration and learning performance. The implication and limitations of the study are also discussed in the last section.