Social media in higher education data

Description

This is a systematic review of 10 years (2013–2022) of publications on the use of social media in higher education contexts to identify trends and patterns. A total of 92 articles were selected from the Web of Science core database after two stages of searching the literature and manual screening. The literature analysis highlighted four interrelated aspects of social media–based instruction: technical features, instructional design, implementation characteristics, and research design. These four aspects, together with the publications’ metadata, were used to formulate the key coding categories used for the systematic review. The results described changing trends in the social media literature in terms of publication and empirical types, platforms and technical features, instructional design, implementation, and research design. The meta-analysis results also indicated a large overall effect of social media (g = 0.643) and six significant moderating factors: discipline, level of usage, platform, participation type, inquiry level, and assessment context. A list of implications for future practice and research regarding social media on education is provided.

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