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Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students’ academic performance and collaborative learning has not yet been addressed. Therefore, this stu...

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Main Authors: Al-Rahmi, Waleed Mugahed, Yahaya, Noraffandy, Alturki, Uthman, Alrobai, Amen, Aldraiweesh, Ahmed A., Alsayed, Alhuseen Omar, Kamin, Yusri
Format: Article
Published: Taylor & Francis Group 2020
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/92270/
http://dx.doi.org/10.1080/10494820.2020.1728342
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spelling my.utm.922702021-09-28T07:43:27Z http://eprints.utm.my/id/eprint/92270/ Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying Al-Rahmi, Waleed Mugahed Yahaya, Noraffandy Alturki, Uthman Alrobai, Amen Aldraiweesh, Ahmed A. Alsayed, Alhuseen Omar Kamin, Yusri L Education (General) Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students’ academic performance and collaborative learning has not yet been addressed. Therefore, this study aims to bridge the literature gap concerning the use of SM and explore its effect on student performance through Cyberstalking and cyberbulling. A questionnaire was designed based on both the Technology Acceptance Model and Constructivism Theory for data collection. It was handed to 538 university students. This study found a significant relationshipbetween social presence, perceived usefulness, perceived ease of use, and perceived enjoyment with SM use. As shown by the use of communication and communication indicated by the results, SM is a powerful tool for developing and enhancing educational settings. However, this study found a negative relationship between student interactions and SM use. A positive relationship was found from SM use on collaborative learning and student performance that was dampened by Cyberstalking, which is considered a dampening factor and a moderator. Moreover, collaborative learning was reported to be negatively influenced by perceived usefulness as Cyberbullying was found to dampen the relationship between student performance and collaborative learning. Taylor & Francis Group 2020-02 Article PeerReviewed Al-Rahmi, Waleed Mugahed and Yahaya, Noraffandy and Alturki, Uthman and Alrobai, Amen and Aldraiweesh, Ahmed A. and Alsayed, Alhuseen Omar and Kamin, Yusri (2020) Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying. Interactive Learning Environments . ISSN 1049-4820 http://dx.doi.org/10.1080/10494820.2020.1728342 DOI:10.1080/10494820.2020.1728342
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic L Education (General)
spellingShingle L Education (General)
Al-Rahmi, Waleed Mugahed
Yahaya, Noraffandy
Alturki, Uthman
Alrobai, Amen
Aldraiweesh, Ahmed A.
Alsayed, Alhuseen Omar
Kamin, Yusri
Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
description Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students’ academic performance and collaborative learning has not yet been addressed. Therefore, this study aims to bridge the literature gap concerning the use of SM and explore its effect on student performance through Cyberstalking and cyberbulling. A questionnaire was designed based on both the Technology Acceptance Model and Constructivism Theory for data collection. It was handed to 538 university students. This study found a significant relationshipbetween social presence, perceived usefulness, perceived ease of use, and perceived enjoyment with SM use. As shown by the use of communication and communication indicated by the results, SM is a powerful tool for developing and enhancing educational settings. However, this study found a negative relationship between student interactions and SM use. A positive relationship was found from SM use on collaborative learning and student performance that was dampened by Cyberstalking, which is considered a dampening factor and a moderator. Moreover, collaborative learning was reported to be negatively influenced by perceived usefulness as Cyberbullying was found to dampen the relationship between student performance and collaborative learning.
format Article
author Al-Rahmi, Waleed Mugahed
Yahaya, Noraffandy
Alturki, Uthman
Alrobai, Amen
Aldraiweesh, Ahmed A.
Alsayed, Alhuseen Omar
Kamin, Yusri
author_facet Al-Rahmi, Waleed Mugahed
Yahaya, Noraffandy
Alturki, Uthman
Alrobai, Amen
Aldraiweesh, Ahmed A.
Alsayed, Alhuseen Omar
Kamin, Yusri
author_sort Al-Rahmi, Waleed Mugahed
title Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
title_short Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
title_full Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
title_fullStr Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
title_full_unstemmed Social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
title_sort social media based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying
publisher Taylor & Francis Group
publishDate 2020
url http://eprints.utm.my/id/eprint/92270/
http://dx.doi.org/10.1080/10494820.2020.1728342
_version_ 1712285072972840960
score 13.211869

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