This study aims to examine the impact of social media on collaborative learning and academic success in higher education, with a specific focus on the mediating role of learner satisfaction. It aims to investigate the antecedents of collaborative learning, including interaction among learners, interaction with instructors and intention to use social media.
Data were initially gathered through interviews with 15 higher education students engaged in social media, providing qualitative insights into their experiences. Thematic analysis was conducted to develop a comprehensive understanding of the phenomenon. Following this qualitative phase, quantitative data were collected from 250 students and analyzed using Smarts to assess the relationships and mediating effects. This sequential approach, starting with qualitative analysis and followed by quantitative analysis, enriched the overall understanding of the impact of social media on collaborative learning and academic success.
The results reveal that learner satisfaction significantly mediates the relationship between collaborative learning and academic success. Specific aspects of collaborative learning were identified as having a notable impact on academic achievement. The study underscores the importance of learner satisfaction in enhancing the effectiveness of collaborative learning.
This research contributes new knowledge on the role of social media in collaborative learning and its impact on academic success, particularly through the lens of learner satisfaction. The combined use of quantitative and qualitative approaches offers a comprehensive understanding of the dynamics involved, supporting the intentional design of collaborative learning opportunities in higher education.
