When technology-based learning ıs the only option: Evaluating perceived usefulness of social media

Abstract

During unusual times involving discontinued face to face sessions in formal education settings, mobile learning (m-learning) involving social networking sites has become a popular alternative since students are always in possession of handheld electronic devices. When connection through technology was the only option due to social distancing in current pandemic, students who were already active extensive users of social networks found online learning as a new way of getting formal education. The objective of this study was to explore how the state of student’s behavioral intention for social media based online learning is driven by external factors like subjective norm and self-efficacy. To fulfill this aim, this study uses a quantitative approach to study the factors that mediate the decision behavior of students towards social media employed as a learning platform and use of m-learning involving social networks. A sample of management science students (n= 255) from four universities participated in the research. Analysis of data suggested that subjective norm and self-efficacy were significant predictors for student participation in e-learning initiatives involving social media and networks. The proposed serial mediation model revealed that self-efficacy and perceived usefulness in that order were playing a positive significant role in student use of social networking for learning. No significant differences were observed between either gender when self-efficacy, perceived usefulness, and use of social media in education were considered.