Abstract
This study is an attempt to examine the application and usefulness of social media and mobile devices in transferring the resources and interaction with academicians in higher education institutions across the boundary wall, a hitherto unexplained area of research. This empirical study is based on the survey of 360 students of a university in eastern India, cognising students’ perception on social media and mobile devices through collaborative learning, interactivity with peers, teachers and its significant impact on students’ academic performance. A latent variance-based structural equation model approach was followed for measurement and instrument validation. The study revealed that online social media used for collaborative learning had a significant impact on interactivity with peers, teachers and online knowledge sharing behaviour.Additionally, interactivity with teachers, peers, and online knowledge sharing behaviour has seen a significant impact on students’ engagement which consequently has a significant impact on students’ academic performance. Grounded to this finding, it would be valuable to mention that use of online social media for collaborative learning facilitate students to be more creative, dynamic and research-oriented. It is purely a domain of knowledge.
Highlights
The explosion of Information and Communication Technology (ICT) has led to an increase in the volume and smoothness in transferring course contents, which further stimulates the appeasement of Digital Learning Communities (DLCs)
The Educause Center for Applied Research [ECAR] (2012) surveyed students in higher education mentioned that students are pouring the acceptance of mobile computing devices in Higher Education Institutions (HEIs), roughly 67% surveyed students accepted that mobile devices and social media play a vital role in their academic performance and career enhancement
Social media collaborative learning has a significant association with teacher interactivity(β = .693, P < 0.001), demonstrating that there is a direct effect on interaction with the teacher by social media when other variables are controlled
Summary
The explosion of Information and Communication Technology (ICT) has led to an increase in the volume and smoothness in transferring course contents, which further stimulates the appeasement of Digital Learning Communities (DLCs). Mobile devices and social media provide excellent educational e-learning opportunities to the students for academic collaboration, accessing in course contents, and tutors despite the physical. Electronic communication technologies accelerate the pace of their encroachment of every aspect of life, the educational institutions incessantly long decades to struggle in seeing the role of such devices in sharing the contents, usefulness and interactivity style. Adoption and application of mobile devices and social media can provide ample futuristic learning opportunities to the students in accessing course contents as well as interaction with peers and experts (Cavus & Ibrahim, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani & Mayrath, 2010; Richardson & Lenarcic, 2008, Shih, 2007). The fast triggering the mean of virtual communication, internet-based technologies changed the life pattern of young youth
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