An Empirical Study of the Relationship between Social Networking Sites and Students' Engagement in Higher Education

Autor/inn/en	Koranteng, Felix N.; Wiafe, Isaac; Kuada, Eric
Titel	An Empirical Study of the Relationship between Social Networking Sites and Students' Engagement in Higher Education
Quelle	In: Journal of Educational Computing Research, 57 (2019) 5, S.1131-1159 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118787528
Schlagwörter	Social Networks; Learner Engagement; College Students; Higher Education; Social Capital; Social Media; Educational Technology; Technology Uses in Education; Knowledge Level; Interaction; Trust (Psychology); Identification (Psychology); Interpersonal Relationship; Language Usage + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialkapital; Soziale Medien; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sprachgebrauch
Abstract	This article investigates how students' online social networking relationships affect knowledge sharing and how the intensity of knowledge sharing enhances students' engagement. It adopts the social capital theory as the basis for investigation, and the partial least square structural equation modeling was used to examine the hypothesized model. Responses from 586 students in higher education were analyzed. The findings provided empirical evidence which contradicts the argument that students perceive social networking sites as an effective tool for learning. Also, contrary to previous studies which posit that knowledge sharing impacts engagement, it was observed that there is no relationship between the two. However, as social networking sites differ in terms of member behavior norms, it is envisaged that if a similar study is conducted and limited to a specific academically inclined social networking site such as Academia.edu, ResearchGate, Mendeley, and so on, different findings may be observed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01