Artículo
What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
Autor/es | Arquero Montaño, José Luis
Barrio García, Salvador del Romero Frías, Esteban |
Departamento | Universidad de Sevilla. Departamento de Contabilidad y Economía Financiera |
Fecha de publicación | 2016 |
Fecha de depósito | 2018-08-30 |
Publicado en |
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Resumen | Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' ... Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed. |
Agencias financiadoras | Junta de Andalucía |
Identificador del proyecto | P12 SEJ 2592 |
Cita | Arquero Montaño, J.L., Barrio García, S.d. y Romero Frías, E. (2016). What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition. Journal of Educational Computing Research, 55 (4), 495-525. |
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