When Engagement in Course-Related Social Media Leads to Better Course Self-Efficacy

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dc.contributor.authorPelet, Jean-Éric
dc.contributor.authorZamani, Somayeh
dc.date.accessioned2020-01-04T07:42:34Z
dc.date.available2020-01-04T07:42:34Z
dc.date.issued2020-01-07
dc.description.abstractLearners nowadays bring social media (SM) user’s knowledge to the classrooms with them. Many teachers (researchers, professors, instructors, and people in charge of the learning organizations in general) have to deal with the fact that individuals 1) sometimes adopt a mute behavior in classroom and 2) duplicate their offline social networks in SM spaces. Engagement in course-related SM groups leads to engagement into the course subject, that improves self-efficacy of the learners. This paper seeks to find out why individuals engage in course-related SM groups and how the SM engagement of silent students can mediate their self-efficacy. Results show that experiencing eudaimonism as an emotion and state of flow, positively affects the engagement in course-related SM groups. SM engagement positively affects students’ self-efficacy and mediates the negative effect of selective mutism. This research has implications for educational institutions as well as researchers in the e-learning fields.
dc.format.extent10 pages
dc.identifier.doi10.24251/HICSS.2020.328
dc.identifier.isbn978-0-9981331-3-3
dc.identifier.urihttp://hdl.handle.net/10125/64070
dc.language.isoeng
dc.relation.ispartofProceedings of the 53rd Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectLearning in Digital and Social Media
dc.subjecteudaimonism
dc.subjectflow
dc.subjectselective mutism
dc.subjectself-efficacy
dc.subjectsm groups
dc.titleWhen Engagement in Course-Related Social Media Leads to Better Course Self-Efficacy
dc.typeConference Paper
dc.type.dcmiText

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