The Impact of Social Networks on Student Motivation and Achievement

The last two decades have seen the emergence of social-technological networks, which have changed the teaching methods and technological learning techniques. Social networks, learning technologies, and digital teaching tools are gradually becoming major work tools, integrated in the different educational systems. The integration of digital technologies has changed the classical face-to-face classroom study space and transformed teachers and lecturers into figures that guide, direct, and mediate between the students and the study contents by means of an array of teaching methods. The research literature indicates a growing awareness that significant learning among students originates not only from an authorized external source such as a teacher. In fact, most students derive information also from their peer group, while conveying information collaboratively. There are several methods of collaborative learning, the most central of which are social networks. In addition, studies conducted in formal and informal learning environments show that formal learning is only a small part of one’s learning experience throughout life. The role of formal learning in imparting academic knowledge is only about 19% until the end of high school. A review of the research literature indicates an association between the contribution of social networks to social-academic interaction and the impact of both on learning motivation and academic achievements. Using the review, we constructed a model containing several dimensions, in order to produce a proper structuring of the elements involved in using interactions on social networks as an academic and pedagogical tool for improving motivation to learn and academic achievements. Our model may serve as a tool for decision makers and for future studies in the area of social networks in educational systems. The model can support for enhancing social and academic interactions, for improving student achievements and for creating a technology-supporting class climate. The review and the model have considerable significance in light of the growing entrance of technology to all areas of our life and particularly education and teaching, as well as to understand how social networks contribute to classroom climate, while charting the necessary social and emotional needs and how to increase the efficacy of this social technology in order to meet these needs.