Collaborative learning helps university students improve their academic achievement,
learning persistence and attitudes (Springer et al., 1999). Social media were found to have
positive effects on collaborative learning by encouraging positive interactions online (Al-Rahmi
et al., 2014; Thalluri & Penman, 2015). This mixed-method dissertation research
investigates how social media tools help to facilitate collaborative learning activities of iSchools
students around the world. It included an online survey (Phase I) with over 300 iSchool students
from 26 iSchools in 9 countries/regions, followed by 31 in-depth interviews (Phase II). The focal
areas of the investigation are: 1) the factors influencing iSchools students’ selection of social
media tools; 2) the needed features and functions of social media for collaborative learning
activities; 3) collaboration and communication strategies of iSchools students; and 4) the impacts
of design characteristics, usability, and UX aspects of the social media tools on iSchools
students’ collaborative learning. The preliminary analysis results revealed that both effective
social media functions and students’ high proficiency of using social media tools were vital for a
successful collaboration, however it was unlikely that both were present to achieve successful
collaborative learning.
This dissertation research fills the gap of the research studies on collaborative learning
using social media tools and usability requirements associated with using social media for
learning purposes. In the long run, the study results provide evidence for improving the design of
group assignments and team-based projects for collaborative learning in iSchools and beyond
