Abstract
Online social networks have become popular tools for facilitating social connections and communication in the world society. The literature demonstrates clear benefits of social networks in encouraging informal learning, linking learners, and enhancing classroom experiences. The main goal of this paper is to find antecedents and consequences of the adoption of Facebook in the classroom of a university in Thailand. The findings revealed that students’ perceived usefulness and ease of use and instructor characteristics significantly drive students’ intention to adopt Facebook.
Highlights
Social influence through online systems has a crucial effect on people’s behavior, ranging from information dissemination to the adoption of notions (Bakshy, Rosenn, Marlow, & Adamic, 2012)
This research aims to extend past investigations by combining the technology acceptance model (TAM) and the model of DeLone and McLean with the educator factor and learner factors, in order to compare the effects of those factors and to guide educators of higher educational institutions on how to effectively build classroom communities, based on a Thai case study
In addition to the adoption of social networks for entertainment, socialization, and marketing, social networks can be used as a tool for higher education
Summary
Social influence through online systems has a crucial effect on people’s behavior, ranging from information dissemination to the adoption of notions (Bakshy, Rosenn, Marlow, & Adamic, 2012). Facebook is the most popular social network, with more than 900 million users in 2013. After Web 2.0 and social networks experienced a boom, e-learning management systems and platforms have been implemented for communicating, collaborating, and sharing knowledge (Downes, 2005; Chatti, Jarke, & Frosch-Wilke, 2007; del Val, Campos, & Garaizar, 2010). Features of Web 2.0 have been adapted for use in the creation of collaborative and adaptive learning platforms for lifelong learning in organizations; for example, features for collaborative knowledge capturing, sharing, networking, and community building; features for personal social networks that enable people to build new relationships and to join learning communities based on their preferences, etc. Online social network systems are good educational learning tools because many students already have accounts and the systems are free and ready to use (Towner, VanHorn, & Parker, 2007)
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