The widespread invention of social media has fundamentally transformed people lives, business operations, and relational interactions within communities tremendously (Ngai et al., 2015). According to the popularity of social media, user familiarity with the interfaces and workflows can be advantageous in a learning context (Güler, 2015). It has changed the psychology of learning for the student in a higher education institution. The new generation of students has a different pattern of work, attention, and learning preferences. Due to the development of communication technologies, higher education should think the best way to accommodate this happen (Vassileva, 2008). Research over the last 30 years has shown a positive correlation between technology use and student engagement (Williams and Whiting, 2016; Junco, 2010).
According to this fact, higher education could maximise the opportunity that social media provide to engage the students by increasing learning experience using this platform. However, the numerous information and boundless communication technologies should be considered regardless of the specific functionality of social media.
Higher education institution that approaches online student engagement from a flexible and responsive perspective and utilises evolving platforms as they emerge will position them to engage. Therefore, it is significant for higher education to evaluate the implementation of social media to support the learning process.
Referring to the result in this research, if higher education institution has a strategic plan to implement social media into social learning environment, they can use some of this feature as a foundation, which are: comment, like, group, my profile, live video, create a post, watch later, friends, event, advertisement, trending topics, browse channel, and share. Despite the fact that most users are familiar with these features, consideration should be given to how learning process can be integrated with these features. The contribution of this research is divided into two perspectives, which are for theories and practices.
5.1 Implications for theory
This research has a contribution to a theory which is the functionality of social learning framework for higher education institution more concern in presence, sharing, and reputation functionality. This fact can be concluded that a social media community for higher education institution students would relish a way to use these functionalities. For
additional, this implication enables to enhance learning activity. Figure 9 shows social learning framework based on the result of the conjoint analysis.
Figure 9 Social learning framework (see online version for colours)
The framework building block ‘presence’ dominates this social learning framework. This block is to identify the accessible status of users. For this research, we can use live video, create a post, and watch later features to notify their existence to the other. Presence implies that higher education institution needs to concern with the importance of participants’ location and availability. For the same implementation, it needs to be decided social learning environment should interact and engage synchronously. Another implication of presence block is that it is linked to the other honeycomb functional blocks, including conversation and relationship. Higher education institution should have realised that ‘presence’ functionality depends on the intimacy of ‘relationship’ or
‘conversation’. In this research, ‘relationship’ can use friend feature that can help the student to identify their friend circles, while ‘conversation’ can be represented by comment and like features.
Sharing functionality is a way of interacting in the social learning environment. In this research, for social learning, sharing can lead student in higher educations to do converse build relationships with each other using browse channel and share features.
The identity represents to which users reveal their personal identities in a social learning platform using my profile and photos/video features. Generally, users have serious concerns about how they reveal the identity. In fact, higher education institution should protect students’ privacy so that it can increase the reputation building block. The reputation building block in this research can be implemented in events, advertisement, and trending topics features.
For group represents how users can create communities and sub-communities. The direct implication for this feature is that social learning can help to group its users.
All these features support higher education institution to transform how teaching and learning will be done. The successful implementation requires not only adoption by enthusiastic social media features but also strategies and policies which implement a
flexible academic platform to support the sustainability and mainstreaming social learning environment.
5.2 Implications for practical
The development of the informational society and the widespread diffusion of information technology give rise to new opportunities for learning and it challenges established view and practices regarding how teaching and learning process should be organised (Chitiba, 2012). Social learning concept offers the prospect of a radical new approach especially for the higher education institution process focuses on enhancing traditional learning system for those who want to learn actively. The findings suggest that higher education institution should adopt social media for support learning process. It means that social media can support for effective learning process.
The implication of this research can mainly impact the student to support their learning activity, or as a complementary channel to communicate and collaborate with another student and instructor, so they can interact wherever and whenever with whoever using limitless social media tools. Learning has been considered a social activity (Kind and Evans, 2015). This concept can be complementary with the functionality of social media application, which can be thought as the content shared and interchangeably with social networking. The shifting understanding of students’ role and new participatory culture can improve the design of learning activities using social media channel.
Most the students already use social media tool to interact with the other. The public has increasingly relied on social media to obtain and share information (Lin et al., 2016).
The preferable social media to be adopted in the learning platform are Facebook, LINE, and YouTube. With those social media tool can support their learning activity using presence, sharing, and reputation functionality. Students will get more information from many sources regarding the content of the course. Besides, students can use their social media account to join in the learning activity, so they can interactively support the successfulness of learning activity.
Moreover, this research can support collaboration between instructor as mediator and student as participator more intensively in the learning activity. It might support learning environment to educate higher education students, who actively use social media in their communication circle. For instance, the instructor can use this social learning environment to enrich their learning activity in many aspects, such as multimedia content, links with other users to share content, customised personal profiles, interfaces with other web services, etc. Web 2.0 and social media has revolutionised the knowledge exchange process within and between the organisation (Pawlowski and Pirkkalainen, 2012; Scott et al., 2016).
The structure of proposed social learning application pushed online spaces to build community with people with shared preferences and interest, with whom they can share information, opinion, and experiences with. They are used in various organisational sectors for several purposes (El et al., 2016). So, that the expected system can contribute to increase students participation, performance, and improve engagement from the participants.
Future research is also likely to focus on the impact of implementation social media functionality into learning process at higher education. Besides, there is likely to be closer evaluation of this model into the pedagogy of learning process as well as greater
interest in exploring new social media that can be used effectively for processes and as a communication channel within the higher education institution.
References
Akman, I. and Turhan, C. (2015) ‘User acceptance of social learning systems in higher education:
an application of the extended technology acceptance model’, Innovations in Education and Teaching International, October, Vol. 3297, pp.1–9 [online] http://doi.org/10.1080/
14703297.2015.1093426.
Ali-hassan, H., Nevo, D. and Wade, M. (2015) ‘Linking dimensions of social media use to job performance: the role of social capital’, Journal of Strategic Information Systems [online]
http://doi.org/10.1016/j.jsis.2015.03.001.
Anggraini, A., Tanuwijaya, C.N., Oktavia, T., Meyliana, M., Prabowo, H. and Supangkat, S.H.
(2017) ‘Analyzing MOOC features for enhancing students learning satisfaction’, Journal of Telecommunication, Electronic, and Computer Engineering, Vol. 10, No. 1, pp.1–4.
Balakrishnan, V., Liew, T.K. and Pourgholaminejad, S. (2014) ‘Fun learning with Edooware – a social media enabled tool Vimala’, Computers & Education [online] http://doi.org/10.1016/
j.compedu.2014.08.008.
Bandura, A. (1977) Social Learning Theory, Prentice-Hall, Englewood Cliffs, NJ.
Bernabé-moreno, J., Tejeda-lorente, A., Porcel, C., Fujita, H. and Herrera-viedma, E. (2015) Knowledge-Based Systems CARESOME: A System to Enrich Marketing Customers Acquisition and Retention Campaigns using Social Media Information [online] http://doi.org/
10.1016/j.knosys.2014.12.033.
Bharati, P., Zhang, W. and Chaudhury, A. (2015) Better Knowledge with Social Media ? Exploring the Roles of Social Capital and Organizational Knowledge Management [online]
http://doi.org/10.1108/JKM-11-2014-0467.
Bouman, W., Hoogenboom, T. and Jansen, R. (2008) ‘The realm of sociality: notes on the design of social software’, in Proceedings of the International Conference on Information Systems, ICIS 2007, PrimaVera, Amsterdam, pp.1–24.
Briones, R.L., Kuch, B., Fisher, B. and Jin, Y. (2011) ‘Public relations review keeping up with the digital age: how the American Red Cross uses social media to build relationships’, Public Relations Review, Vol. 37, No. 1, pp.37–43 [online] http://doi.org/10.1016/j.pubrev.2010.
12.006.
Chan, T. (2002) ‘Social design of network learning society’, in Proceedings of the International Conference on Computers in Education (ICCE’02), IEEE, pp.1–4.
Chitiba, C.A. (2012) ‘Lifelong learning challenges and opportunities for traditional universities’, Procedia – Social and Behavioral Sciences, Vol. 46, pp.1943–1947 [online] http://doi.org/
10.1016/j.sbspro.2012.05.408.
Conole, G. and Culver, J. (2010) ‘The design of Cloudworks : applying social networking practice to foster the exchange of learning and teaching ideas and designs’, Computers & Education, Vol. 54, No. 3, pp.679–692 [online] http://doi.org/10.1016/j.compedu.2009.09.013.
Dudovskiy, J. (2017) Snowball Sampling [online] https://research-methodology.net/sampling-in-primary-data-collection/snowball-sampling/ (accessed 2 December 2017).
Duffy, P. (2008) ‘Engaging the YouTube Google-eyed generation: strategies for using Web 2.0 in teaching and learning’, The Electronic Journal of E-Learning, Vol. 6, No. 2, pp.119–130.
Dyson, B., Vickers, K., Turtle, J., Cowan, S. and Tassone, A. (2014) Evaluating the Use of Facebook to Increase Student Engagement and Understanding in Lecture-Based Classes, Springer Science + Business Media Dordrecht [online] http://doi.org/10.1007/s10734-014-9776-3.
Ebner, M., Holzinger, A. and Maurer, H. (2007) Web 2.0 Technology: Future Interfaces for Technology Enhanced Learning?, pp.559–568, Springer.
El, M., El, A., Segers, J. and Pais, I. (2016) ‘Technology adoption in employee recruitment : the case of social media in Central and Eastern Europe’, Computers in Human Behavior, Vol. 57, pp.240–249 [online] http://doi.org/10.1016/j.chb.2015.12.043.
Elnasr, A., Sobaih, E., Moustafa, M.A. and Ghandforoush, P. (2016) ‘To use or not to use? Social media in higher education in developing countries’, Computers in Human Behavior, Vol. 58, pp.296–305 [online] http://doi.org/10.1016/j.chb.2016.01.002.
Eynon, R. and Malmberg, L. (2011) ‘Computers & education a typology of young people’s internet use: implications for education’, Computers & Education, Vol. 56, No. 3, pp.585–595 [online]
http://doi.org/10.1016/j.compedu.2010.09.020.
Falahah and Rosmala, D. (2012) ‘Study of social networking usage in higher education environment’, Procedia – Social and Behavioral Sciences, November 2011, Vol. 67, pp.156–166 [online] http://doi.org/10.1016/j.sbspro.2012.11.316
Fergie, G., Hunt, K. and Hilton, S. (2016) ‘Social science & medicine social media as a space for support: young adults’ perspectives on producing and consuming user-generated content about diabetes and mental health’, Social Science & Medicine, Vol. 170, pp.46–54 [online]
http://doi.org/10.1016/j.socscimed.2016.10.006.
Fisher, B., Austin, L. and Jin, Y. (2011) ‘Public relations review how publics respond to crisis communication strategies: the interplay of information form and source’, Public Relations Review, Vol. 37, No. 4, pp.345–353 [online] http://doi.org/10.1016/j.pubrev.2011.08.004.
Gallo, E. (2014) ‘Social learning by chit-chat’, Journal of Economic Theory, Vol. 153, pp.313–343 [online] http://doi.org/10.1016/j.jet.2014.07.007.
Gikas, J. and Grant, M.M. (2013) ‘Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones & social media’, Internet and Higher Education, Vol. 19, pp.18–26 [online http://doi.org/10.1016/j.iheduc.2013.06.002.
Greenhow, C. and Burton, L. (2011) ‘Help from my ‘friends’: social capital in the social network sites of low-income students’, Journal of Educational Computing Research, Vol. 45, No. 2, pp.223–245.
Greenhow, C. and Lewin, C. (2015) ‘Social media and education: reconceptualizing the boundaries of formal and informal learning’, Learning, Media and Technology, October, Vol. 9884, pp.1–25 [online] http://doi.org/10.1080/17439884.2015.1064954.
Gu, L.L., Skierkowski, D., Florin, P., Friend, K. and Yi, Y. (2016) ‘Computers in human behavior Facebook, Twitter, and Qr codes: an exploratory trial examining the feasibility of social media mechanisms for sample recruitment’, Computers in Human Behavior, Vol. 60, pp.86–96 [online] http://doi.org/10.1016/j.chb.2016.02.006.
Güler, K. (2015) ‘Computers & education social media-based learning in the design studio: a comparative study’, Computers & Education, Vol. 87, No. 229, pp.192–203 [online]
http://doi.org/10.1016/j.compedu.2015.06.004.
Hayaati, N., Alwi, M., Ahmad, N. and Ismail, S. (2014) ‘Infusing social media in teaching and learning (TnL) at tertiary institutions: a case of effective communication in Universiti Sains Islam Malaysia (USIM)’, Procedia – Social and Behavioral Sciences, October, Vol. 155, pp.265–270 [online] http://doi.org/10.1016/j.sbspro.2014.10.290.
Holland, C. and Judge, M. (2013) The Potential and Practice of Learning 2.0 in Higher Education Future Learning Spaces, IGI Global, pp.2–4 [online] http://doi.org/10.4018/978-1-4666-2851-9.ch001.
Hong, J., Hwang, M., Szeto, E., Tsai, C. and Kuo, Y. (2016) ‘Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning’, Computers in Human Behavior, Vol. 55, pp.214–222 [online] http://doi.org/10.1016/j.chb.2015.09.010.
Iahad, N.A., Mirabolghasemi, M. and Huspi, S.H. (2012) ‘A blended community of inquiry approach: the usage of social network as a support for course management system’, in 2012 International Conference on Computer and Information Science, ICCIS 2012 – A Conference of World Engineering, Science and Technology Congress, ESTCON 2012 – Conference Proceedings, Vol. 1, pp.180–183 [online] http://doi.org/10.1109/ICCISci.2012.6297235.
Ibrahim, O. and Leong, L.W. (2012) ‘Perception of information technology use in organization:
models and theories used in current landscape’, African Journal of Business Management, Vol. 6, No. 4, pp.1290–1305 [online] http://doi.org/10.5897/AJBM11.945.
Junco, R. (2010) ‘The effect of Twitter on college student engagement and grades’, Journal of Computer Assisted Learning, pp.1–14 [online] http://doi.org/10.1111/j.1365-2729.2010.
00387.x.
Kaplan, A.M. and Haenlein, M. (2010) ‘Users of the world, unite! The challenges and opportunities of social media’, Business Horizons, Vol. 53, No. 1, pp.59–68 [online] http://doi.org/10.1016/
j.bushor.2009.09.003.
Kastelic, M. (2007) ‘A model of introducing e-learning system at vocational college for business secretaries e-learning’, Issues in Informing Science and Information Technology, Vol. 4, No. 1, pp.175–187.
Kietzmann, J.H., Hermkens, K.P. and McCarthy, I. (2011) ‘Social media? Get serious!
Understanding the functional building blocks of social media’, Business Horizons, Vol. 54, No. 1, pp.241–251.
Killian, G. and Mcmanus, K. (2015) ‘A marketing communications approach for the digital era:
managerial guidelines for social media integration’, Business Horizons [online] http://doi.org/
10.1016/j.bushor.2015.05.006.
Kind, T. and Evans, Y. (2015) ‘Social media for lifelong learning’, International Review of Psychiatry, Vol. 27, No. 2, pp.124–32, Abingdon, England [online] http://doi.org/10.3109/
09540261.2014.990421.
Kuzmanovic, M., Radosavljevic, M. and Vujosevic, M. (2013) ‘Understanding student preferences for postpaid mobile services using conjoint analysis method conjoint analysis’, Acta Polytechnica Hungarica, Vol. 10, No. 1, pp.159–176.
Lake, R. (2014) Indonesia’s Surprising Love Affair with Social Media [online] http://jakartaglobe.
id/features/indonesias-surprising-love-affair-with-social-media/ (accessed 1 January 2018).
Legaree, B.A., College, K., Ave, F., Mcmurray, F. and Th, A.B. (2015) ‘Considering the changing face of social media in higher education’, Journals Investing in Science, August, pp.1–3 [online] http://doi.org/10.1093/femsle/fnv128.
Lenhart, A. and Madden, M. (2005) Teen Content Creators and Consumers more than Half of Online Teens have Created Content for the Internet; and Most Teen Downloaders think that getting Free Music Files is Easy To Do, Findings.
Leonardi, P.M. (2015) ‘Ambient awareness and knowledge acquisition: using social media to learn
‘who knows what’ and ‘who knows whom’’, MIS Quaterly, Vol. 39, No. 4, pp.747–762.
Lin, X., Spence, P.R., Sellnow, T.L. and Lachlan, K.A. (2016) ‘Crisis communication, learning and responding: best practices in social media’, Computers in Human Behavior, pp.1–5 [online]
http://doi.org/10.1016/j.chb.2016.05.080.
Liu, B.F. (2010) ‘The blog-mediated crisis communication model: recommendations for responding to influential external blogs’, Journal of Public Relations Research, Vol. 22, No. 4, pp.429–455 [online] http://doi.org/10.1080/10627261003801420.
Mathew, B. and Practice, A. (2014) ‘Using a social networking tool for blended learning in staff training: sharing experience from practice’, Journal of Neonatal Nursing, Vol. 20, No. 3, pp.90–94 [online] http://doi.org/10.1016/j.jnn.2014.03.005.
McAndrew, M. and Johnston, A.E. (2012) ‘The role of social media in dental education’, Journal of Dental Education, Vol. 76, No. 11, pp.1474–1481.
Mcfarland, L.A. and Ployhart, R.E. (2015) ‘Integrative conceptual review social media: a contextual framework to guide research and practice’, Journal of Applied Psychology, Vol. 100, No. 6, pp.1653–1677.
McLoughlin, C. and Lee, M.J. (2008) ‘Future learning landscapes: transforming pedagogy through social software’, Journal of Online Education, Vol. 4, No. 5, pp.1–11.
Ngai, E.W.T., Tao, S.S.C. and Moon, K.K.L. (2015) ‘Social media research: theories, constructs, and conceptual frameworks’, International Journal of Information Management, Vol. 35, No. 1, pp.33–44 [online] http://doi.org/10.1016/j.ijinfomgt.2014.09.004.
Oktavia, T., Meyliana, M., Supangkat, S.H. and Prabowo, H. (2016) ‘Social media as a new channel learning for higher education (a survey approach)’, in 2016 International Conference on ICT For Smart Society, pp.20–21.
Othman, M.S., Suhaimi, S.M., Yusuf, L.M., Yusof, N. and Mohamad, N. (2012) ‘An analysis of social network categories: social learning and social friendship’, Procedia – Social and Behavioral Sciences, Vol. 56, pp.441–447, Ictlhe [online] http://doi.org/10.1016/j.sbspro.
2012.09.674.
Pawlowski, J.M. and Pirkkalainen, H. (2012) ‘Global social knowledge management: the future of knowledge management across borders?’, European Conference on Knowledge Management, June.
Qwaider, W.Q. (2014) ‘Integrated e-learning 2.0 for knowledge management system in organization’, International Journal for E-Learning Security (IJeLS), June, Vol. 4, No. 1, pp.350–353.
Ramakrisnan, P., Yahya, Y.B., Hasrol, M.N.H. and Aziz, A.A. (2012) ‘Blended learning: a suitable framework for e-learning in higher education’, Procedia – Social and Behavioral Sciences, Vol. 67, pp.513–526 [online] http://doi.org/10.1016/j.sbspro.2012.11.356.
Rasiah, R.R.V. (2014) ‘Transformative higher education teaching and learning: using social media in a team-based learning environment’, Procedia – Social and Behavioral Sciences, Vol. 123, pp.369–379 [online] http://doi.org/10.1016/j.sbspro.2014.01.1435.
Raspopovi, M., Cvetanovic, S., Stanojevic, D. and Opacic, M. (2016) ‘Software architecture for integration of institutional and social learning environments’, Science of Computer Programming [online] http://doi.org/10.1016/j.scico.2016.07.001.
Reitz, A. (2012) ‘Social media’s function in organizations: a functional analysis approach’, Global Media Journal, Vol. 5, No. 2, pp.41–56.
Rodrigues, J.J.P.C., Sabino, F.M.R. and Zhou, L. (2011) ‘Enhancing e-learning experience with online social networks’, IET Communications, Vol. 5, No. 8, p.1147 [online] http://doi.org/
10.1049/iet-com.2010.0409.
Rodriguez, J.E. (2011) ‘Social media use in higher education: key areas to consider for educators’, MERLOT Journal of Online Learning and Teaching, Vol. 7, No. 4, pp.539–550 [online]
http://doi.org/ISSN 1558-9528.
Sallot, L.M., Porter, L.V. and Acosta-alzuru, C. (2004) ‘Practitioners’ web use and perceptions of their own roles and power: a qualitative study’, Public Relations Review, Vol. 30, pp.269–278 [online] http://doi.org/10.1016/j.pubrev.2004.05.002.
Schejter, A.M. and Tirosh, N. (2015) ‘Seek the meek, seek the just: social media’, Telecommunications Policy, Vol. 39, No. 9, pp.796–803 [online] http://doi.org/10.1016/j.
telpol.2015.08.002.
Scott, K.S., Sorokti, K.H. and Merrell, J.D. (2016) ‘Learning ‘beyond the classroom’ within an enterprise social network system’, The Internet and Higher Education, Vol. 29, pp.75–90 [online] http://doi.org/10.1016/j.iheduc.2015.12.005.
Stamati, T., Papadopoulos, T. and Anagnostopoulos, D. (2015) ‘Social media for openness and accountability in the public sector: cases in the Greek context’, Government Information Quarterly, Vol. 32, No. 1, pp.12–29 [online] http://doi.org/10.1016/j.giq.2014.11.004.
Tamura, K., Kobayashi, Y. and Ihara, Y. (2015) ‘Evolution of individual versus social learning on social networks’, Journal of the Royal Society Interface, Vol. 12, No. 104, pp.20141285–20141285 [online] http://doi.org/10.1098/rsif.2014.1285.
Taylor, M. and Kent, M.L. (2010) Public relations review anticipatory socialization in the use of social media in public relations: a content analysis of PRSA’ s public relations tactics’, Public Relations Review, Vol. 36, No. 3, pp.207–214 [online] http://doi.org/10.1016/j.pubrev.
2010.04.012.