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Original Research

Factors affecting the use of social media in the learning process

Edison W. Lubua, Adam Semlambo, Philip D. Pretorius

SA Journal of Information Management; Vol 19, No 1 (2017), 7 pages. doi: 10.4102/sajim.v19i1.764

Submitted: 09 May 2016
Published:  31 October 2017


Background: The study was established based on the inherent challenges of traditional learning systems, which require to be addressed. Arguably, social media can address many challenges of traditional learning if used properly. On this basis, it was important for the study to determine factors associated with the adoption of social media in learning.

Objectives: This study determines the relationship between the ease of use and the usefulness of social media to its adoption. Moreover, it shows whether the perceived security of social media relates to its adoption in the learning environment of higher learning students. The objectives were met through testing hypotheses.

Methods: Overall, the study was objective and followed the positivism philosophical stance. It adopted the survey research design. Data were collected through the use of a closed-end questionnaire and was tested using descriptive statistics and the One-Way ANOVA model. The generalisation of the results of tested hypotheses is allowed to the population with characteristics similar to that of the study.

Results: Social media offer a good platform for the learning process. Moreover, necessary efforts are required to enhance the perception of users on the usefulness of social media, and improve their awareness of security issues because they relate with the adoption of social media. Also, the complexity of social media relates with to adoption. An ease of use platform enhances the adoption.

Conclusion: Social media offer a suitable platform for the extension of traditional classes. Their use would be more effective provided that users are aware of maintaining their safety, able to apply social media tools and able to share the content useful to their learning process. Moreover, the study recommends further studies in specific social media.

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Author affiliations

Edison W. Lubua, Department of Informatics, The Institute of Accountancy Arusha, Tanzania; School of Information Technology, North West University, South Africa, Tanzania, United Republic Of
Adam Semlambo, Department of Informatics, The Institute of Accountancy Arusha, Tanzania, United Republic Of
Philip D. Pretorius, School of Information Technology, North West University


social media; e-learning; social classes; technology learning process


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ISSN: 2078-1865 (print) | ISSN: 1560-683X (online)

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