Social media–based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

Abstract

Social media (SM) provide new opportunities to foster collaboration and engagement between students. However, the moderating effect of cyberstalking and cyberbullying on the relationship between students’ academic performance and collaborative learning has not yet been addressed. Therefore, this study aims to bridge the literature gap concerning the use of SM and explore its effect on student performance through Cyberstalking and cyberbulling. A questionnaire was designed based on both the Technology Acceptance Model and Constructivism Theory for data collection. It was handed to 538 university students. This study found a significant relationshipbetween social presence, perceived usefulness, perceived ease of use, and perceived enjoyment with SM use. As shown by the use of communication and communication indicated by the results, SM is a powerful tool for developing and enhancing educational settings. However, this study found a negative relationship between student interactions and SM use. A positive relationship was found from SM use on collaborative learning and student performance that was dampened by Cyberstalking, which is considered a dampening factor and a moderator. Moreover, collaborative learning was reported to be negatively influenced by perceived usefulness as Cyberbullying was found to dampen the relationship between student performance and collaborative learning.