http://studentaffairs.com/ejournal/Summer_2013/EffectsOfStudentEngagementWithSocialMedia.

html

Effects of Student Engagement with Social Media on Student Learning:

A Review of Literature

Kristen Tarantino

Doctoral Student

The College of William and Mary

[email protected]

Jessica McDonough

Doctoral Student

The College of William and Mary

[email protected]

Ma Hua

Doctoral Student

The College of William and Mary

[email protected]
 Abstract

Social media, Internet-based tools that promote collaboration and information sharing (Junco, Helbergert, & Loken, 2011),

can be used in academic settings to promote student engagement and facilitate better student learning (Kabilan, Ahmad, &

Abidin, 2010). Because student engagement represents the time and effort that students invest in collaborative and

educational activities (Kuh, 2001), it is often linked with the achievement of positive student learning outcomes, such as

critical thinking and individual student development (Carini, Kuh, & Klein, 2006; Kuh, 1993). This review discusses the

connections between student engagement and student learning, followed by the prevalence of social media use and how it

can impact peer interactions, collaboration, and knowledge creation. Finally, recommendations for educators on how to

incorporate social media in course content are presented.

The rapid development of information and communication technologies has sparked the creative incorporation of

social media into current pedagogical applications and processes. Social media includes a variety of web-based tools and

services that are designed to promote community development through collaboration and information sharing (Arnold &

Paulus, 2010; Junco, Helbergert, & Loken, 2011). These tools provide opportunities for individual expression as well as

interactions with other users (Arnold & Paulus, 2010). Social media can include blogs, wikis, media (audio, photo, video,

text), sharing tools, networking platforms (including Facebook), and virtual worlds. Current research has indicated that

using social media as an educational tool can lead to increased student engagement (Annetta, Minogue, Holmes, & Cheng,

2009; Chen, Lambert, & Guidry, 2010; Junco, 2012a; Junco et al., 2011; Patera, Draper, & Naef, 2008). By encouraging

engagement with social media, students develop connections with peers, establish a virtual community of learners and

ultimately increase their overall learning (Fewkes & McCabe, 2012; Heafner & Friedman, 2008; Jackson, 2011; Kuh, 1993;

Liu, Liu, Chen, Lin & Chen, 2011; Nelson Laird & Kuh, 2005; Yu, Tian, Vogel, & Kwok, 2010). This literature review

will explore the dimensions of student engagement through social media as a means of fostering increased student learning

and implications for educators on how to incorporate social media with academic course content.

Student engagement represents both the time and energy students invest in interactions with others through

educationally purposeful activities (Kuh, 2001). Nelson Laird and Kuh (2005) reported that students who use information

technology for academics also have a higher likelihood of contributing and participating in active, academic collaboration

with other students. This collaboration indicates that as engagement with technology increases, engagement with

academics also increases, promoting a deeper connection between the students, educators, and course content

(Mehdinezhad, 2011). By participating in a community of learners, students become more engaged with the course content

which increases the achievement of popular learning outcomes, such as critical thinking and individual student

development (Carini, Kuh, & Klein, 2006; Kuh, 1993, 2009; Kuh, Cruce, Shoup, Kinsie, & Gonyea, 2008; Pike, Kuh, &

McCormick, 2011). Therefore, student engagement through social media can increase connections to create a virtual

community that leads to better content learning.

Significance of Review

Social media use has increased in recent years across all age levels. The Pew Internet and American Life Project

found that although 73% of teens between the ages of 12 and 17 use social media, the rates of social media use are even

higher (83%) for young adults between the ages of 18 and 29 (Lenhart, Purcell, Smith, & Zickuhr, 2010; Madden &
Zickuhr, 2011). Due to age restrictions and limited access to social media, pre-adolescent students do not appear to have

the same level of social media use as older students (Lenhart et al., 2010). In addition to the number of teens and young

adults using social media, two-thirds of adult Internet users are also using social media (Madden & Zickhur, 2011). Social

media has also been implemented in academic settings to motivate students to participate, share, and learn with other

collaborators (Kabilan, Ahmad, & Abidin, 2010). Nelson Laird and Kuh (2005) found that students use information

technology regularly in both their academic and personal lives. However, students use social media more than other course

related technologies because they are already familiar with the features and settings (Appel, 2012; Hurt et al., 2012; Liu,

2010).

Social and Collaborative Learning

Nowadays, most researchers agree that knowledge not only exists in individual minds but also in the discourse and

interactions between individuals. Such interactions support active participation, which is an essential element in student

learning (Hrastinski, 2009). Learners need to develop skills to share knowledge and to learn with others, both in face-to-

face situations and through technology including social media. Kabilan et al. (2010) found that students build learning

communities by working collaboratively to construct knowledge. Social media serves as a tool to facilitate the

development of these learning communities by encouraging collaboration and communication. Moreover, these

interactions reinforce the achievement of desirable learning outcomes (Yu et al., 2010).

As a result, social media supports collaborative learning, which in turn helps to strengthen the creative learning

process (Shoshani & Rose Braun, 2007). Collaborative learning is characterized by student interactions and connections

with course content. Social media provides an opportunity for students to expand their learning environment since only a

portion of student learning occurs within the confines of a classroom (Chen & Bryer, 2012; Friesen & Lowe, 2012;

Wodzicki, Schwämmlein, & Moskaliuk, 2012). Fewkes and McCabe (2012) further argued that it is the responsibility of

educators to find ways to incorporate current social media into their classrooms. Educators can use social media to develop

creativity in their students by encouraging them to explore the content material in new ways (Frye, Trathen, &

Koppenhaver, 2010; Lamb & Johnson, 2010). For example, social media provides students with options for creating

authentic, creative products through tools such as blogs, YouTube, and podcasts (Frye et al., 2010; Lamb & Johnson,

2010). Students can also use social media to research content material in order to develop new knowledge (Frye et al.,

2010; Lamb & Johnson, 2010). By allowing the needs of creative learners to be met through a cooperative learning

environment, students are better able to balance their individualism with the need for contact with others, allowing new

ideas to flourish (Garrett, 2011; Shoshani & Rose Braun, 2007).

O’Dowd (2012) found that students who take notes by hand achieve higher test scores when compared to students who use

laptops to take notes. Additionally, prior computer knowledge plays a factor in a student’s perceived learning through

online methods of instruction (Appel, 2012; Top, 2012). However, the Internet can provide a rich environment for hosting

the educational and learning activities for students. Chen et al. (2010) found that students who primarily take online

courses also spend more time using online tools and social media as supplementary learning tools when compared to

students who primarily take face-to-face courses. By supplementing student course work with outside materials as well as

creating and sharing knowledge among peers, social media creates an environment where increased critical thinking and

collaboration are possible (Carini et al., 2006; Kuh, 1993; Mazman & Usluel, 2010; Shoshani & Rose Braun, 2007). Thus,

the active engagement and establishment of virtual relationships through social media offers opportunities for increased

learning by encouraging students to build on established connections with other sources beyond the classroom (Fewkes &

McCabe, 2012; Yu et al., 2010).

Using Social Media to Connect to a Virtual Community of Learners

Students who participate in social media as part of a class feel more connected to their peers that those students

who do not participate in social media (Annetta et al., 2009; Jackson, 2011; Tomai, Rosa, Mebane, D’Acunti, Benedetti, &

Francescato, 2010). Social media allows students to not only group themselves with peers who are similar, but also to

enhance and link existing peer groups (Jackson, 2011; Mazman & Usluel, 2010; Wodzicki et al., 2012). In addition to

enhancing established peer groups, social media can bridge the diversity that exists in classrooms by establishing a neutral

zone in which students can interact with one another (Junco et al., 2011; Krause & Coates, 2008; Kuh, 1993, 2009;

Mehdinezhad, 2011; Pike et al., 2011). Tomai et al. (2010) found that students who used social media felt more

emotionally connected to their peers because they felt as though they had people to talk to if they had a problem or if they

needed help. Further, these peer connections encouraged participation by students who initially felt intimidated by in-class

discussions (Arnold & Paulus, 2010; Junco et al., 2011; Rambe, 2008).

The connections that students make with classmates through social media can impact the learning environment

that is created. Participation in social media creates a more collaborative and communicative learning environment for

students by providing opportunities for discussions and interactions with their peers (Heafner & Friedman, 2008; Jackson,

2011; Liu et al., 2011). By collaborating with peers on a given topic, social media offers opportunities to develop a

stronger sense of community among students (Arnold & Paulus, 2010; Dawson, 2008; Heiberger & Harper, 2008; Hurt et

al., 2012; Jones et al., 2009; Top, 2012). Although Dawson (2008) found that the degree to which a student feels a sense of
community might be influenced by the presence and experiences of pre-existing social networks, students who interact with

higher numbers of learners also exhibit a higher sense of community. The use of social media also contributes to a sense of

community among students by allowing personalization of profiles, including the addition of pictures and other identifying

information (Arnold & Paulus, 2010; Stevens, 2009). This personalization, coupled with the critical examination of course

topics, supports an authentic relationship between students by encouraging openness and sharing of information, which also

increases students’ perceived learning (Hurt et al., 2012; Top, 2012).

Social Media and Integrating Course Content

Although collaborating with classmates through social media builds a system of relationships between students, it

also provides instant pathways for disseminating and enhancing course-related knowledge outside the confines of the

traditional classroom (Fewkes & McCabe, 2012; Hurt et al., 2012; Junco et al., 2011; Top, 2012). In using social media for

academic purposes, namely group discussions, multiple students can discuss a class in general and interact with the same

content at the same time (Patera et al., 2008; Rambe, 2008). The ability to communicate with each other in one location

allows students to build on conversations, whether related to course content or not. This increases the likelihood of having

greater learning because students are adding to the dialogue beyond that of the prescribed topic, including discussions that

were originally posted by a moderator or professor (Hurt et al., 2012). Furthermore, sharing and co-creating information

through social media merely requires a student to understand its appropriateness for a given topic (Lin, Hou, Wang, &

Chang, 2013). By providing students with a common experience within a virtual community, they are able to dig deeper

for content and make connections across multiple sources (Annetta et al., 2009; Frye et al., 2010). This ability produces a

network of opportunities to increase student learning beyond the traditional classroom setting.

Social Media and Student Learning Achievements

The use of social media in academic coursework can increase the learning achieved by an individual student.

Students who participate in coursework that utilize social media demonstrate an increase in overall GPA when compared

with students who do not participate in social media (Junco, 2012b; Junco et al., 2011). Social media usage within the

academic setting not only increases students’ GPA, but also facilitates peer feedback on assignments and thoughtful student

reflections on course content because of the ability for students to openly communicate with each other and develop strong

relationships among peers (Arnold & Paulus, 2010; Ebner, Leinhardt, Rohs, & Meyer, 2010; Kuh, 1993). Furthermore,

using social media fosters long-term retention of information and develops a deeper understanding of content that is

discussed in a class (Chen & Bryer, 2012; Heafner & Friedman, 2008). This research indicates that students who use social
media are better able to connect course content with out-of-class peer interactions, ultimately supporting their learning

within the classroom.

Challenges for Social Media Use

Though social media can increase student learning through student interactions, challenges arise when social

media are incorporated into an academic course. The assumption that students are familiar with and agreeable to using

certain types of social media can cause educators to inadvertently fail to provide the resources or encouragement necessary

to support student usage and learning (Cole, 2009; Väljataga & Fiedler, 2009). Arnold and Paulus (2010) found that even

when social media is used for an educational purpose, students incorporate the technology into their lives in a way that may

differ from the intentions of the course instructor. For example, off-topic or non-academic discussions occur on social

media because of its primary design as a social networking tool (Lin et al., 2013). Further, as a student’s age increases, the

frequency of off-topic discussions also increases (Lin et al., 2013). This indicates that while social media may encourage

broader discussions of course content, older students may spend more time than younger students engaging in unrelated

discussions. Social media can also negatively impact student GPA as well as the amount of time students spend preparing

for class (Annetta et al., 2009; Junco, 2012b). One explanation for this impact is that social media provides too much

stimulation and therefore can distract students from completing their coursework (Hurt et al., 2012; Patera et al., 2008).

Another reason for this may be that students who spend more time on social media may have difficulty balancing their

online activities and their academic preparation.

Social media can also be a challenging instructional strategy to incorporate because it attempts to balance the

authority of the educator with the active participation of the students. Collaboration through social media supports more of

a constructivist approach to learning, where students and educators can work together to co-create understanding of a

particular topic, rather than an approach that emphasizes individual contributions (Stevens, 2009). As a result, students and

educators become equal participants in the knowledge sharing process. Though this seems beneficial for creating and

disseminating knowledge, social media can also become a privacy concern (i.e. cyber-plagiarism) as well as an outlet for

abuse and cyber-bullying (Chen & Bryer, 2012; Frye et al., 2010; Jackson, 2011; Smailes & Gannon-Leary, 2011). This

suggests that establishing standards for social media use should include behavior and attitude guidelines similar to those

enforced in the classroom.

Providing Instructional Support for Social Media Use

When using social media, educators must be able to play an active role in the collaborative process. Educators

must not only promote creativity and assess student activities but also inform and clarify misunderstandings that occur
involving the content area and subsequent knowledge creation in order to maintain the integrity of the learning environment

(Frye et al., 2010; Garrett, 2011; Liu, 2010). In order to support these roles, educators must be provided with professional

development that demonstrates how to incorporate social media into their classrooms in order for it to be used to effectively

promote student learning (An & Reigeluth, 2012; Stevens, 2009). Even though educators are supportive of using social

media and may receive professional development, educators report that they do not know how to effectively incorporate it

into their classroom (An & Reigeluth, 2012; Fewkes & McCabe, 2012; Heafner & Friedman, 2008). These educators are

unfamiliar with the time constraints involved in creating lessons that utilize social media while at the same time creating

lessons that do not use social media (Hur & Oh, 2012). However, educators are more likely to incorporate social media

activities into their classroom that they have created because they are able to creatively control the content that is included;

for example, content that may be assessed on state mandated tests (Annetta et al., 2009; Hur & Oh, 2012).

While some educators have found ways to include social media into their lessons, other educators are not utilizing

social media for instructional purposes (Fewkes & McCabe, 2012). The use of social media must be purposeful and as a

result should be applied in situations that are the most appropriate for learning and student understanding to occur (Liu,

2010, Väljataga & Fiedler, 2009). For example, social media is best used as an introductory tool for review and

collaboration, not merely as a method of advertising class reminders (Annetta et al., 2009; Fewkes & McCabe, 2012).

Therefore, educators who are considering incorporating social media into their academic courses should ensure that the

specific type of social media used matches the learning outcomes for the students.

Conclusions

Using social media for educational purposes can be beneficial for student learning in multiple ways. First, social

media enhances peer interactions, which can bridge diversity in the classroom and establish open lines of communication

between students and educators (Annetta et al., 2009; Heafner & Friedman, 2008; Hrastinski, 2009; Jackson, 2011; Liu et

al., 2011; Tomai et al., 2010). Social media also facilitates discussion and knowledge transfer between students, creating a

deeper sense of understanding of the course material (Carini et al., 2006; Chen & Bryer, 2012; Fewkes & McCabe, 2012;

Garrett, 2011; Heafner & Friedman, 2008; Kuh, 1993; Mazman & Usluel, 2010; Shoshani & Rose Braun, 2007; Yu et al.,

2010). Thus, students who use social media are able to move beyond the memorization of material and create products that

represent their own voices (Frye et al., 2010; Lamb & Johnson, 2010). Finally, social media can aid in the achievement of

both general and content specific student learning outcomes (Carini et al., 2006; Junco, 2012b; Junco et al., 2011).

Therefore, overall student learning can increase when educators incorporate social media into academic course content.

Implications
 Educators who want to use social media in their academic courses to promote student learning should be prepared

to support students and be active participants in the collaborative learning community. Assuming that students already

know how to use social media may disadvantage those students who may need closer supervision and guidance (Cole,

2009; Jackson, 2011; Väljataga & Fiedler, 2009). Furthermore, educators need to recognize the potential for distractions

and overstimulation that is associated with certain types of social media (Chen & Bryer, 2012; Hurt et al., 2012; Patera et

al., 2008). Other complications that should be planned for include student access to technology, privacy issues, cyber-

plagiarism, and cyber-bullying (An & Reigeluth, 2011; Chen & Bryer, 2012; Frye et al., 2010; Jackson, 2011; Smailes &

Gannon-Leary, 2011).

Educational institutions must also consider the financial and policy commitments involved with adopting social

media. First, administrators may need to consider realigning assessment and evaluation strategies to effectively gauge

student learning in classrooms that use social media (Annetta et al., 2009; Heafner & Friedman, 2008; Hur & Oh, 2012).

Strategies that do not adequately reflect student learning should be discarded or revised. Administrators should also

consider the policy implications associated with academic integrity as well as out-of-class interactions between students and

educators (Chen & Bryer, 2012; Frye et al., 2010; Jackson, 2011; Smailes & Gannon-Leary, 2011). Finally, the financial

responsibilities of incorporating social media must be addressed. Not only do institutions need to ensure that the

appropriate equipment and Internet access are available, they also need to ensure that educators have been adequately

trained or have opportunities for training before implementing social media as a curriculum strategy (An & Reigeluth,

2012; Fewkes & McCabe, 2012; Heafner & Friedman, 2008; Hur & Oh, 2012; Patera et al., 2008; Stevens, 2009).

While there is evidence that social media enhances student learning (Carini et al., 2006; Heafner & Friedman,

2008; Junco, 2012b; Junco et al., 2011), future research needs to build on this finding, specifically addressing assessments

of social media use in particular classrooms (i.e. science, math, and language arts). Currently, there is little research to

show whether social media use varies based on course content type. Researchers should also investigate best practices for

educators in how to effectively incorporate social media into the classroom. This research could provide insights on how

students assume the role as co-creators of knowledge as well as how social media increases creativity. Finally, researchers

should also consider the role that gender plays in social media use. Since females are more likely to use social media

(Madden & Zickuhr, 2011), gender may affect the degree to which students are engaged in course collaborations, thus

affecting their overall student learning. Since students vary in their level of engagement, it is imperative that further

assessments of social media supported student learning consider multiple explanations for increased student learning.
 References

Aguilar-Roca, N. M., Williams, A. E., & O’Dowd, D. K. (2012). The impact of laptop-free zones on student performance

and attitudes in large lectures. Computers & Education, 59, 1300-1308. doi:10.1016/j.compedu.2012.05.002

An, Y., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers' beliefs,

perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.

Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the impact of video games on high school

students’ engagement and learning about genetics. Computers & Education, 53, 74-85.

doi:10.1016/j.compedu.2008.12.020

Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers & Education,

59, 1339-1349. doi:10.1016/j.compedu.2012.06.004

Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling

and community building. Internet and Higher Education, 13, 188-196. doi:10.1016/j.iheduc.2010.04.002

Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research

in Higher Education, 47(1), 1-32. doi: 10.1007/s11162-005-8150-9

Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning.

International Review of Research in Open and Distance Learning, 13(1), 87-104. Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view/1027/2073

Chen, P. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based technology on

college student engagement. Computer & Education, 54, 1222-1232. doi:10.1016/j.compedu.2009.11.008

Cole, M. (2009). Using wiki technology to support student engagement: Lessons from the trenches. Computer &

Education, 52, 141-146. doi:10.1016/j.compedu.2008.07.003

Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Educational

Technology & Society, 11(3), 224-238.

Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010). Microblogs in higher education: A chance to facilitate informal

and process-oriented learning? Computers & Education, 55, 92-100. doi:10.1016/j.compedu.2009.12.006

Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning tool or distraction? Journal of Digital Learning in Teacher

Education, 28(3), 92-98.

Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the

commercial imperative. Journal of Computer Assisted Learning, 28, 83-194. doi:10.1111/j.1365-

Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and

teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. Social Studies,

101(2), 46-53. doi:10.1080/00377990903284070

Garrett, C., (2011). Defining, detecting, and promoting student engagement in college learning environments.

Transformative Dialogues: Teaching & Learning Journal, 5(2), 1-12.

Heafner, T. L., & Friedman, A. M. (2008). Wikis and constructivism in secondary social studies: Fostering a deeper

understanding. Computers in the Schools, 25, 288-302. doi:10.1080/07380560802371003

Heiberger, G., & Harper, R. (2008). Have you Facebooked Astin lately? Using technology to increase student involvement.

.ew Directions for Student Services, 124, 19-35. doi:10.100/ss.293

Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52, 78-82.

doi:10.1016/j.compedu.2008.06.009

Hur, J., & Oh, J. (2012). Learning, engagement, and technology: Middle school students' three-year experience in pervasive

technology environments in South Korea. Journal of Educational Computing Research, 46, 295-312.

Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R., Lovelace, M. D., Prevost, L. B., … Camus, M. S. (2012). The

‘Facebook’ effect: College students’ perceptions of online discussions in the age of social networking.

International Journal for the Scholarship of Teaching and Learning, 6(2), 1-24. Retrieved from

http://academics.georgiasouthern.edu/ijsotl/v6n2.html

Jackson, C. (2011). Your students love social media ... and so can you. Teaching Tolerance, 39, 38-41. Retrieved from

http://www.tolerance.org/magazine/number-39-spring-2011/your-students-love-social-media-and-so-can-you

Jones, N., Blackey, H., Fitzgibbon, K., & Chew, E. (2010). Get out of MySpace! Computers & Education, 54, 776-782.

doi:10.1016/j.compedu.2009.07.008

Junco, R. (2012a). The relationship between frequency of Facebook use, participation in Facebook activities, and student

engagement. Computers & Education, 58, 162-171. doi:10.1016/j.compedu.2011.08.004

Junco, R. (2012b). Too much face and not enough books: The relationship between multiple indices of Facebook use and

academic performance. Computers in Human Behavior, 28, 187-198. doi:10.1016/j.chb.2011.08.026

Junco, R., Helbergert, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of

Computer Assisted Learning, 27, 119-132. doi:10.1111/j.1365-2729.2010.00387.x

Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in
 institutions of higher education? Internet and Higher Education, 13, 179-187. doi:10.1016/j.iheduc.2010.07.003

Krause, K., & Coates, H. (2008). Students’ engagement in first-year University. Assessment & Evaluation in Higher

Education, 33, 493-505.

Kuh, G. D. (1993). In their own words: What students learn outside the classroom. American Educational Research

Journal, 30, 277-304. doi: 10.3102/00028312030002277

Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement.

Change, 33(3), 10-17, 66.

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student

Development, 50(6), 683-706. doi:10.1353/csd.0.0099

Kuh, G. D., Cruce, T. M., Shoup, R., Kinsie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on

first-year college grades and persistence. Journal of Higher Education, 79, 540-563.

Lamb, A., & Johnson, L. (2010). Bring back the joy: Creative teaching, learning, and librarianship. Teacher Librarian,

38(2), 61-66.

Lenhart, A., Purcell, K., Aaron, S., & Zickuhr, K. (2010). Social media & mobile Internet use among teens and young

adults. Pew Internet & American Life Project. Retrieved from http://pewinternet.org/Reports/2010/Social-Media-

and-Young-Adults.aspx

Lin, P. C., Hou, H. T., Wang, S. M., & Chang, K. E. (2013). Analyzing knowledge dimensions and cognitive process of a

project-based online discussion instructional activity using Facebook in an adult and continuing education course.

Computers & Education, 60, 110-121. doi:10.1016/j.compedu.2012.07.017

Liu, C. C., Liu, K. P., Chen, W. H., Lin, C. P., & Chen, G. D. (2011). Collaborative storytelling experiences in social

media: Influence of peer-assistance mechanisms. Computers & Education, 57, 1544-1556.

doi:10.1016/j.compedu.2011.02.002

Liu, Y. (2010). Social media tools as a learning resource. Journal of Educational Technology Development and Exchange,

3, 101-114.

Madden, M., & Zickhur, K. (2011). 65% of online adults use social networking sites: Women maintain their foothold on

S.S use and older Americans are still coming aboard. Pew Internet & American Life Project. Retrieved from:

http://pewinternet.org/Reports/2011/Social-Networking-Sites.aspx

Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55, 444-453.

doi:10.1016/j.compedu.2010.02.008
Mehdinezhad, V. (2011). First year students' engagement at the university. International Online Journal of Educational

Sciences, 3(1), 47-66.

Nelson Laird, T. F., & Kuh, G. D. (2005). Student experiences with information technology and their relationship to other

aspects of student engagement. Research in Higher Education, 46, 211-233. doi: 10.1007/s11162-004-1600-y

Patera, M., Draper, S., & Naef, M. (2008). Exploring Magic Cottage: A virtual reality environment for stimulating

children’s imaginative writing. Interactive Learning Environments, 16, 245-263. doi:10.1080/10494820802114093

Pike, G. R., Kuh, G. D., McCormick, A. C. (2011). An investigation of the contingent relationships between learning

community participation and student engagement. Research in Higher Education, 52, 300-322. doi:

10.1007/s11162-010-9192-1

Rambe, P. (2008). Constructive disruptions for effective collaborative learning: Navigating the affordances of social media

for meaningful engagement. Electronic Journal of e-Learning, 10(1), 132-146. Retrieved from http://www.ejel.org

Shoshani, Y., & Rose Braun, H. (2007). The use of the Internet environment for enhancing creativity. Educational Media

International, 44(1), 17-32. doi:10.1080/09523980600922803

Smailes, J., & Gannon-Leary, P. (2011). Peer mentoring: Is a virtual form of support a viable alternative. Research in

Learning Technology, 19, 129-142. doi: 10.1080/21567069.2011.586675

Stevens, V. (2009). Modeling social media in groups, communities, and networks. Tesl-Ej, 13(3), 1-16.

Tomai, M., Rosa, V., Mebane, M. E., D’Acunti, A., Benedetti, M., & Francescato, D. (2010). Virtual communities in

schools as tools to promote social capital with high school students. Computers & Education, 54, 265-274.

doi:10.1016/j.compedu.2009.08.009

Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived

learning. Internet and Higher Education, 15, 24-28. doi:10.1016/j.iheduc.2011.02.001

Väljataga, T., & Fiedler, S. (2009). Supporting students to self-direct intentional learning projects with social media.

Educational Technology and Society, 12(3), 58-69.

Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). “Actually, I wanted to learn”: Study-related knowledge exchange

on social networking sites. Internet and Higher Education, 15, 9-14. doi:10.1016/j.iheduc.2011.05.008

Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted?: An investigation of online

social networking impacts. Computers & Education, 55, 1494-1503. doi:10.1016/j.compedu.2010.06.015