Using Social Media Applications in Active Collaborative Learning to Engage Learners' Performance in Learning

Social Media Application has become popular to adopt during the COVID-19 pandemic. The social media is ultimate devices to encourage students' engagement and active collaboration learning. This study tested the proposed framework. 140 learners in higher education in Thailand have been examined in this study. The PLS-SEM was used to analyze the data obtained. Convergent and discriminant analysis were used to measure the different variables. This study proved that all variables are supported to use social media application, which lead the learners have better performance in learning. © 2022 IEEE.

Selection of Social Media Applications for Ubiquitous Learning using Fuzzy TOPSIS

The exponential advancements in Information and Communications Technology has led to its prevalence in education, especially with the arrival of COVID-19. Ubiquitous learning (u-learning) is everyday learning that happens irrespective of time and place and it is enabled by m-learning, e-learning, and social computing such as social media. Due to its popularity, there has been an expansion of social media applications for u-learning. The aim of this research paper was to establish the most relevant social media applications for u-learning in schools. Data was collected from 260 respondents, which comprised learners, and instructors in high schools who were asked to rank 14 of the top social media applications for ubiquitous learning. Fuzzy TOPSIS (Technique for Order Preference by Similarity to Ideal Solution) was the method employed for the ranking of the 14 of the most popular social media applications using 15 education requirements, 15 technology criteria, and 260 decision makers. The simulation was implemented on MATLAB R2020a. The results showed that YouTube was the most likely social media application to be selected for u-learning with a closeness coefficient of 0.9188 and that Viber was the least likely selected social media application with a closeness coefficient of 0.0165. The inferences of this research study will advise researchers in the intelligent decision support systems field to reduce the time and effort made by instructors and learners to select the most beneficial social media application for u-learning.

SOCIAL MEDIA UTILIZATION AND ITS IMPACT ON MALE MEDICAL STUDENTS' LEARNING DURING COVID-19 PANDEMIC

To assess the patterns of social media uses and their impact on the learning of male medical students during the COVID-19 pandemic. A cross-sectional descriptive study was conducted from March to May 2020 at the College of Medicine, University of Bisha (UBCOM) in Saudi Arabia. A validated questionnaire was used to collect data from the students at first year, pre-clerkship and clerkship levels about the types, patterns and benefits of social media usage in their learning. A five-Likert scale was used to measure the students' responses. Descriptive statistics and ANOVA tests were used for data analysis. Of the 203 students enrolled, 89.2% (n=181) were responded. Most students commonly used Twitter (75.1%), followed by YouTube (52.5%) and Facebook (24.3%). The highest usage of Twitter was found among clerkship students (85.1%) compared to first-year (76.2%) and pre-clerkship students (69.6%), with no significant differences (p = 0.133). About 38.7% of students spent over 10 hours per week on social media and pre-clerkship students being the highest group (43.5%). Most students (67.9%) showed that social media enhance learning activities, 65.2% are interested in using social media in their learning and 64.1% suggested that their inappropriate use consumes time. We concluded social media become interactive tools of learning in medical schools during the urgent situation such as the COVID-19 pandemic. Such findings highlighted the benefits of considering social media inclusion when designing medical curricula.