Social Network Sites (SNS) Issues in Learning Landscape – Systematic Literature Review

The education platform today has evolved in align with the development of information technology. Social Network Sites (SNS) appears to be one of the many famous platforms applied in numerous fields, such as business and education. With that, this paper lists the present types of SNS employed for th...

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Bibliographic Details
Published inAdvances in Visual Informatics Vol. 11870; pp. 592 - 600
Main Authors Zulkanain, Nani Amalina, Miskon, Suraya, Abdullah, Norris Syed, Ali, Nazmona Mat, Bahari, Mahadi, Ahmad, Norasnita
Format Book Chapter
LanguageEnglish
Published Switzerland Springer International Publishing AG 2019
Springer International Publishing
SeriesLecture Notes in Computer Science
Subjects
Education
Social Network Sites
Systematic Literature Review
Online AccessGet full text
ISBN9783030340315
3030340317
ISSN0302-9743
1611-3349
DOI10.1007/978-3-030-34032-2_52

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Summary:The education platform today has evolved in align with the development of information technology. Social Network Sites (SNS) appears to be one of the many famous platforms applied in numerous fields, such as business and education. With that, this paper lists the present types of SNS employed for the education arena and the issues involved. Hence, the Systematic Literature Review (SLR) methods was performed to comb through publications that contained studies pertaining the types of SNS and their relevant issues. Based on qualitative analysis, Facebook, Twitter, YouTube and WhatsApp emerged as the present trends of SNS applied by students and instructors for their learning session. The related issues are distraction, lack of guidelines, low internet connectivity, professional boundaries, unnecessary statements and low response.
Bibliography:The original version of this chapter was revised: The spelling of one author’s name was corrected. The correction to this chapter is available at https://doi.org/10.1007/978-3-030-34032-2_66
ISBN:9783030340315
3030340317
ISSN:0302-9743
1611-3349
DOI:10.1007/978-3-030-34032-2_52