USE OF SOCIAL MEDIA FOR COLLABORATIVE LEARNING: A SYSTEMATIC LITERATURE REVIEW

Abstract

Collaborative learning behaviour in favour of social media is one of the modem pedagogical approaches m learning in the metaverse. Collaborative learning behaviour is directly associated with the learner’s metacognition and hence leads towards the development of metaliteracy skills. Empirical research in the field is still being conducted, yet there are visible gaps in the existing cognitive domain of the research area. The main objectives of the study include, (1) investigate the existing knowledge and (2) identify areas where empirical research is lacking in the research area. A systematic literature review method was followed according to a predefined inclusion criteria and review conducted in accordance with PRISMA guidelines. Scholarly journal articles published between 1980-2023 were queried through the Lens.org database where 63 articles were selected for the final review. Results revealed that there is a strong relationship between the social media involvement in collaborative learning and research area is highly associated with the phycological research with a cloud word count of 45 while collaborative learning scored 59 and social media scored 65. Yet it was evident that there are empirical research gaps in the related research and more research is needed to supplement the lacuna in association with learning environments, new pedagogical concepts such as pedagogies of play, blended learning, flipped learning, etc, and evaluation frameworks, students’ satisfaction, and academic performances. A suggestion can be made to conduct more research related with the meta literacy aspects such as meta cognition and application of psychological aspects of learning in social media use for collaborative learning.