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Article

An Analysis of Social Networking for E-learning in Institutions of Higher Learning using Perceived Ease of use and Perceived Usefulness

Samuel-Soma M Ajibade1★, Nirmal Adhikari2, Dai-Long Ngo-Hoang3★ Corresponding author

  1. 1Department of Computer Engineering, Istanbul Ticaret Universitesi, Istanbul, TURKEY.
  2. 2Dept of Computer Science, Leeds Beckett University, Leeds, LS1 3HE, UK.
  3. 3Vietnam National University Ho Chi Minh City - Campus in Ben Tre, Ben Tre Province, VIETNAM.

CORRESPONDENCE

Samuel-Soma M Ajibade

Department of Computer Engineering, Istanbul Ticaret Universitesi, Istanbul, TURKEY.

asamuel@ticaret.edu.tr

Received: 07-05-2022; Revised: 30-06-2022; Accepted: 30-06-2022.

Volume 11, Issue 2 · pp. 246–253 · PUBLISHED · DOI: 10.5530/jscires.11.2.26

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ABSTRACT

Higher education students and faculty use Facebook and Twitter. Researchers have also looked at social networking platforms in higher education. Social media has facilitated student-professor communication, collaboration, and engagement. To embrace students and teachers who utilize technology to learn and teach, it must be determined what influences their readiness to do so. This report tests the adoption of social networking media for e-learning in Nigerian utilizing the Technology Acceptance Model (TAM), which emphasizes perceived ease of use, perceived usefulness, and behavioural intention to utilize new technologies. Surveys were utilized for quantitative research. This study polled teachers and students from 4 Nigerian schools. Structural Equation Modeling was used to anticipate the model’s recommended factors (SEM). The study indicated that students’ and teachers’ behavioral intentions to use social media for e-learning in Nigerian universities are influenced by perceived ease of use and perceived usefulness.

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    Ajibade, S. M., Adhikari, N., & Ngo-Hoang, D. (). An Analysis of Social Networking for E-learning in Institutions of Higher Learning using Perceived Ease of use and Perceived Usefulness. Journal of Scientometric Research, 11(2), 246–253. https://doi.org/10.5530/jscires.11.2.26