An Empirical Study of the Relationship Between Social Networking Sites and Students' Engagement in Higher Education
An Empirical Study of the Relationship Between Social Networking Sites and Students' Engagement in Higher Education
复制标题
DOI：
10.1177/0735633118787528
复制
发表时间：
2019-09-01
影响因子：
4.8
通讯作者：
Kuada, Eric
中科院分区：
文献类型：
--
作者：
Koranteng, Felix N.;Wiafe, Isaac;Kuada, Eric
本文探讨了学生的在线社交网络关系如何影响知识共享，以及知识共享的强度如何提高学生的参与度。以社会资本理论为研究基础，采用偏最小二乘结构方程模型对假设模型进行检验。对586名大学生的回答进行了分析。研究结果提供了实证证据，反驳了学生认为社交网站是有效的学习工具的论点。此外，与先前的研究相反，知识共享会影响参与度，据观察，两者之间没有关系。然而，由于社交网站在成员行为规范方面不同，可以设想，如果进行类似的研究并且仅限于特定的学术倾向的社交网站，例如Academia.edu、ResearchGate、Mendeley等，则可能观察到不同的发现。
This article investigates how students' online social networking relationships affect knowledge sharing and how the intensity of knowledge sharing enhances students' engagement. It adopts the social capital theory as the basis for investigation, and the partial least square structural equation modeling was used to examine the hypothesized model. Responses from 586 students in higher education were analyzed. The findings provided empirical evidence which contradicts the argument that students perceive social networking sites as an effective tool for learning. Also, contrary to previous studies which posit that knowledge sharing impacts engagement, it was observed that there is no relationship between the two. However, as social networking sites differ in terms of member behavior norms, it is envisaged that if a similar study is conducted and limited to a specific academically inclined social networking site such as Academia.edu, ResearchGate, Mendeley, and so on, different findings may be observed.