@misc{10481/81068,
year = {2023},
month = {3},
url = {https://hdl.handle.net/10481/81068},
abstract = {The use of social media in higher education has been demonstrated in a number
of studies to be an attractive and contemporary method of teaching and learning.
However, further research and investigation are required in order to align social
media’s pedagogical benefits with the theoretical perspectives that inform educational
practices. It is the objective of this study to provide a systematic literature
review using bibliometric analysis techniques and content analysis to provide a map
of research produced between 2009 and 2021. This study aims to identify theoretical
frameworks, current research trends, and patterns in this field. A total of 772
publications were analysed using bibliometric methodology, while a subset of 55
publications were analysed using content analysis. As indicated by the results, there
is still a growing interest in this area of research, with recent studies still focusing on
attitudes towards the use of social media in teaching and learning. According to the
content analysis, technology acceptance theories and learning theories are the most
commonly used reference theories. This field has yet to elaborate on pedagogical
theory, and there is a tendency to rely primarily on technology acceptance models
rather than pedagogical models. A discussion of future practice and research implications
is also provided.},
organization = {Open Access funding provided by the IReL Consortium},
publisher = {Springer Nature},
keywords = {Social Media},
keywords = {Teaching},
keywords = {Learning},
keywords = {Systematic review},
keywords = {Higher education},
title = {A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective},
doi = {10.1007/s10639-023-11647-2},
author = {Pérez, Eva and Manca, Stefania and Fernández Pascual, Rosaura and Mc Guckin, Conor},
}