What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

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 nee...

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Autores: Arquero Montaño, José Luis, Barrio García, Salvador del, Romero Frías, Esteban
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2016
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/78297
Acceso en línea:https://hdl.handle.net/11441/78297
https://doi.org/10.1177/0735633116672056
Access Level:acceso abierto
Palabra clave:student loyalty
learning satisfaction
personal learning environment
social media learning
need for cognition
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spelling What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for CognitionArquero Montaño, José LuisBarrio García, Salvador delRomero Frías, Estebanstudent loyaltylearning satisfactionpersonal learning environmentsocial media learningneed for cognitionOur 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.Junta de Andalucía – Programa Andaluz de I + D P12 SEJ 2592Sage JournalsContabilidad y Economía FinancieraJunta de Andalucía2016info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/78297https://doi.org/10.1177/0735633116672056reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésJournal of Educational Computing Research, 55 (4), 495-525.P12 SEJ 2592http://journals.sagepub.com.us.debiblio.com/doi/full/10.1177/0735633116672056info:eu-repo/semantics/openAccessoai:idus.us.es:11441/782972026-06-17T12:51:07Z
dc.title.none.fl_str_mv What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
title What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
spellingShingle What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
Arquero Montaño, José Luis
student loyalty
learning satisfaction
personal learning environment
social media learning
need for cognition
title_short What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
title_full What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
title_fullStr What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
title_full_unstemmed What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
title_sort What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition
dc.creator.none.fl_str_mv Arquero Montaño, José Luis
Barrio García, Salvador del
Romero Frías, Esteban
author Arquero Montaño, José Luis
author_facet Arquero Montaño, José Luis
Barrio García, Salvador del
Romero Frías, Esteban
author_role author
author2 Barrio García, Salvador del
Romero Frías, Esteban
author2_role author
author
dc.contributor.none.fl_str_mv Contabilidad y Economía Financiera
Junta de Andalucía
dc.subject.none.fl_str_mv student loyalty
learning satisfaction
personal learning environment
social media learning
need for cognition
topic student loyalty
learning satisfaction
personal learning environment
social media learning
need for cognition
description 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.
publishDate 2016
dc.date.none.fl_str_mv 2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/78297
https://doi.org/10.1177/0735633116672056
url https://hdl.handle.net/11441/78297
https://doi.org/10.1177/0735633116672056
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Educational Computing Research, 55 (4), 495-525.
P12 SEJ 2592
http://journals.sagepub.com.us.debiblio.com/doi/full/10.1177/0735633116672056
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Sage Journals
publisher.none.fl_str_mv Sage Journals
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300719

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