A wide range of literature has been conducted to explore the effects of social networking sites (SNSs) in the classroom.

Social Networking Sites

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nIntroduction

nA wide range of literature has been conducted to explore the effects of social networking sites (SNSs) in the classroom. Some studies have indicated that the use of SNSs have several advantages such as the provision of social learning, emotional support, improved communication and interaction, and faster access to information among others. However, other studies have explained that SNSs could be a source of poor performance in academics due to deterioration of writing skills and plagiarism. In addition, it negatively affects class attendance and completion of assignments. In this respect, the paper will review literature to assess the advantages and disadvantages of social networking sites in the classroom according to the experiences of freshmen college professors. Additionally, it will focus on the qualitative studies.

nAdvantages of using social networking sites in the classroom according to the experiences of freshmen college professors

nSocial learning

nNumerous qualitative studies have examined the perspectives or experiences of freshmen college professors on the effects of utilization of social networking sites. Proponents of social networking sites in the classrooms have indicated that they promote a wide range of advantages not only to the learners but also to the instructors. A research conducted by Burusic & Karabegovic, (2013) examined the insights of college professors on the importance of social networking sites in education. According to the experiences of these scholars, social networking sites encouraged social learning. For instance, technologies such as MySpace offered crucial institution-based support, peer support from former students, and appreciation and validation of original work (Burusic & Karabegovic, 2013). On the other hand, Junco, (2012) study confirmed the results as it established that learners utilized their MySpace pages to post videos, layout designs and background, writing, and photography. The college professors argued that many students pursued and obtained validation for their work. For instance, they pointed instances where learners use the blog entry to interpret a certain quotation. Later they invite their colleagues to give their comments and reflections (Junco, 2012). A similar study by, Kiser, (2013) MySpace permit fellow students to rate the work of others and give their comments. For example, students can use provisions such as “no kudos” or “kudos to express their appreciation. Furthermore, the comments obtained from the fellow students illustrate the appreciation and validation of their written content (Kiser, 2013).

n Similarly, a study conducted by Park & Kim, (2014) noted that social networking sites enabled the students to display their creative writing such as poems for others to read and give their reflections through the MySpace network. One of the interviews recorded that social networking sites have empowered him to use his blogs to post items that could be more embarrassing to speak. Therefore, learners are able to upload items where their close acquaintances could find and read them easily (Park & Kim, 2014). For this reason, the study pointed out that when a student is given an opportunity to review others postings, learning becomes motivating and inspiring. Some students normally visit the pages of their fellow classmates to just comment and watch. More importantly, comments resulting from creative pieces are normally approving, reflective, encouraging, critical and affirming. In this respect, the college professors acknowledged that social networking sites are important components in the students social learning process (Joosten, 2012).

nA research conducted by Kukulwar & Lokulwar, (2014) affirmed that social networking sites are a crucial part of social learning because they pooled support from the peer alumni. Based on the professors experience, sites such as MySpace allowed learners to acquire support from older students. They argued that seeking former classmates support in order to obtain or give assistance concerning the management of challenges associated with college life is crucial for planning (Kukulwar & Lokulwar, 2014). The interviews confirmed that MySpace contains many written conversations of support and outpouring between former and current college students. Additionally, Abe & Jordan, (2013) revealed out that such platforms were a source of emotional support for freshmen students who had just joined the campus (Abe & Jordan, 2013). Similarly, Ha & Shin, (2014) admitted that such social networking sites enable freshmen to express their dissatisfaction with the college. Similarly, the friends are able to assist them to pass through a stormy college life. The scholars argued that fellow students use MySpace to comfort freshmen who are depressed due to breakups (Ha & Shin, 2014).

nThe interviews conducted to determine the insights of instructors in local university indicated that freshmen use social networking sites to inspire their colleagues who are suffering from sadness resulting from staying away from their homes. A study by Park, Cha, Lim & Jung, (2014) revealed written messages communicating freshmen insecurities concerning college planning. Consequently, former classmates in their undergraduate level of education lobbied for emotional support, which encouraged the freshmen (Park, Cha, Lim & Jung, 2014). Moreover, Aluri & Tucker, (2015) argued that the college professors advised that freshmen normally utilize the social networking site in their initial years as part of their coping strategy at school. In this respect, the SNSs offer a chance to communicate with people concerning how they feel. Based on the interviews with freshmen students, Facebook utilization interrelated with the dynamics of psychological well-being (Aluri & Tucker, 2015). According to Caldwell, (2015), Facebook intensity projected higher levels of sustained social capital, which the scholars deduced as the capacity to remain in touch with college acquaintances and perhaps balance the sense of friend sickness. The study also acknowledged that such sites are essential as they reduce the distress among freshmen, which result from loss of deep-rooted networks (Caldwell, 2015).

nFinamore, Hochanadel, Hochanadel, Millam & Reinhardt, (2012), examined the MySpace profiles of freshmen persons to determine how they benefited from alumni support in their first year of study. The study established that interactions between the alumni and freshmen through the social networking sites in college played a critical part in the management of stress and complication of various students. Therefore, utilizing such networking sites may be particularly essential for learners from humble backgrounds because most of whom are the first among their children to attend colleges (Finamore, Hochanadel, Hochanadel, Millam & Reinhardt, 2012). For this reason, they rely on encouragement, advice, and modelling from friends who have experience of success.

nSupport for school responsibilities

nThe studies in the recent past have recorded that interactions with social networking sites have created a wide range of benefits to the learners. Experiences of college professors revealed out that freshmen are more likely to take advantage of the support offered through academic-related chats and social talks. Ruud, (2015) argued that MySpace and Facebook socializing involved regular discussions concerning academic pursuits. For instance, students who had completed high school seniors (prior to joining colleges) expressed post-secondary anxiety. Similarly, the study included observations made on first-generation college learners who were admitted in an intense academic package, which anticipated them to prosper. Therefore, they experienced extreme pressure, which was exhibited in their MySpace (Ruud, 2015). More importantly, information obtained from the college professors pointed to the fact that freshmen students relied on task-associated support. Various types of support were evident through online chatting, seeking clarification about deadlines and instructions, and organizing for study groups (Arouri, 2015).

nCaldwell, (2015) acknowledged that social networking sites are beneficial because they help to freshmen to seek support from their social groups. For instance, the college professors admitted that these students used the social networking sites to organize for study groups. Similarly, the research established that such sites are used for requesting or broadcasting academic resources from the group. For instance, the interview quoted a student saying that the networks helped to share important sites that could assist them in their coursework (Caldwell, 2015). Similarly, such sites assist in the collection of project materials, exchanging feedback, distribution of written work and coming up with new insights and ideas. Moreover, a study by Arouri, (2015), used interviews to collect insights of college scholars on the benefits of SNSs among freshmen students. The learners highlighted that they used social media to seek help from friends about their projects. The colleagues posted sections related to the projects, which helped to combine and share ideas on the ways particular tasks shall be completed (Arouri, 2015).

nEmotional Support

nBased on the perspectives of college professors, social networking sites are important for freshmen because they facilitate emotional support among new students. A study by Ponis & Gioti, (2013) noted that SNS are vital because they enable the learners to communicate their emotions. For instance, students can chat about how stressful the coursework, project, capstone or homework area. In addition, the researcher noted that learners vented their emotions in a number of ways. Some students utilized the mood and status update features utilizing a single word explanation. In addition, they also utilize emoticons to demonstrate their moods (Ponis & Gioti, 2013). In this regard, learners in a certain group could monitor the feeling of the other members and respond. For instance, the comments of a group member who depicted himself or herself as sad and sick, comprised expression of support and love. Hsu, (2013) argued that students are more likely to communicate their need for support to members of other groups through social networking sites rather than offline communication. Emotional support is important for freshmen students as they are trying to acclimatize to the new learning environment (Hsu, 2013).

nAccording to Howard, Curwen, Howard & Colón-Muñiz, (2015), emotional support through social networking, especially among freshmen is important because it helps to create stronger relationships between students. Notably, the use of social networking sites creates delayed anonymity feelings and social cues, which inspire self-focussed and unguarded sharing relative to face-to-face communication that is carefully managed (Howard, Curwen, Howard & Colón-Muñiz, 2015). Stronger relationships in education are essential because it leads to a better learning environment.

nRelational/Interactive maintenance

nA number of studies have examined the effects of social networking sites on relational/interactive maintenance of students. Kanthawongs, Kanthawongs & Chitcharoena, (2013) interviewed instructors about the social maintenance effects following the use of SNS among learners. The study recorded that interactive connections were really stronger following the long-term use of these sites. For instance, the study registered that social networking sites promoted sharing and openness among freshmen. Moreover, it enabled them to establish an area where they could learn a lot about the interior lives of protracted and close contacts. Furthermore, SNS raised the level of online communication, especially when learners could not meet offline, which facilitate expressive relationships (Kanthawongs, Kanthawongs & Chitcharoena, 2013).

nMeanwhile, as the learners engaged in more communications through the social networking sites, they learned more concerning each other. Huang & Capps, (2013) contended that MySpace, Twitter, and Facebook empower the students to know to appreciate and understand their colleagues better. Besides, the researcher discovered that these social networking sites created an opportunity to reinforce the family relationship. The research was conducted in the US where some of the participants had their family members residing far from the campus. Therefore, social networking sites were viewed as a cost-effective method used by freshmen to connect with friends and relatives (Huang & Capps, 2013).

nCoyne, Padilla-Walker & Howard, (2013) acknowledged that social networking sites play a role in maintaining relationships among the students. The interviews revealed out those students saw themselves developing and enriching a complicated display of relations in their social group especially among family, and friends as well as the sustenance of relationships. In this regard, the study concluded that social networking sites acted as a social lubricant, levelling pathway to the association by offering an inexpensive method of interacting, connecting, distributing values, feelings and life events (Coyne, Padilla-Walker & Howard, 2013).

nSelf-Presentation

nDifferent pieces of literature have explored the importance of social networking sites in promoting self-presentation skills among freshmen. Chen & Marcus, (2012) noted that the college professors argued that learners embraced social networking sites because they offered a multimedia platform and the juncture for displaying different scopes of their personality. For instance, the interviews indicated that students are given an opportunity to mould the characters they desire in their lives. In fact, they argued that through the SNSs, individuals can share various sides of themselves, which they would on no occasion, do otherwise (Chen & Marcus, 2012). Therefore, students, especially the freshmen have an excellent chance to be who they are. Similarly, a research by Sheldon, (2012) demonstrated that learners used music, layout, backgrounds, and photographs to display their affiliations, preferences, and moods hence represent their personality in visual media. Furthermore, visual media in the students profiles created an event for interaction. For instance, they used tagging, commenting and identifying an individuals photograph and dispensing it via the network (Sheldon, 2012).

nAccording to Ally, (2012) used interviews to assess the views of students using social networking sites in their learning. The research participants argued that they used digital images to depict who they are and their affiliations. For instance, most of the learners used semi-public or public online picture album. Additionally, their image captions implied a combination of topics such as friends picture, travel, school events, self-portraits, and dormitory life. Photo sharing, tagging, and editing capacities in the SNSs enable the learners to digitally signify themselves and their networks (Ally, 2012). The study also described that these platforms are used to display the creativity of the students. Some of the students altered their background to represent an image of femininity and youthfulness. A research by Eikenberry, (2012) noted that most of the students profiles portrayed creative writings in the form of song lyrics, authors excerpts, and original verses. In this regard, students are able to create video blogs and invite their colleagues to comment about it (Eikenberry, 2012). A study by Beltran Cruz & Cruz, (2013) argued that presentation of self-personalities among learners is very important as it helps to identify an individuals talent. More importantly, social networking sites acted as a gorgeous platform for learners to represent their multi-dimensional selves (Beltran Cruz & Cruz, 2013).

nEasy access to information

nNumerous kinds of literature have conducted to explore the insights of college professors on the impacts of social networking sites in improving access to information. Junco, (2012) study discovered that the use of social networking sites in the education sector has promoted instant access to information. The sites are advantageous because they provide convenience to the students because of constant connectivity (Junco, 2012). Furthermore, Wang, Jackson, Wang & Gaskin, (2015), argued that these sites create undeniable chances for students to retrieve the content of the coursework at a faster rate. Similarly, the researcher revealed that the new networking sites are beneficial because they enable immediate delivery of course documents from the instructors (Wang, Jackson, Wang & Gaskin, 2015).

nBy promptly sending crucial coursework documents to the learners rather than delivering through face-to-face class, they assist in the improvement of efficiency and swift usage of time. The college professors also admitted that using SNSs, learners are able to acquire academic materials right in their own hands (Albayrak & Yildirim, 2015). A study by Asad, Al Mamun & Clement, (2012) documented that it such sites empowered explanations or discussions to begin immediately. Therefore, students could gain access to discussions between the students and the instructors at any area (Asad, Al Mamun & Clement, 2012).

nA study conducted by Kimmons & Veletsianos, (2014) noted that the utilization of social networking sites in learning has created a wide range of benefits to both the tutor and the learner. Firstly, due to regular connectivity accessible to learners, it empowered them to communicate with the instructor and their fellow classmates. Therefore, the college professors admitted that students benefit from regular communication established via social networking sites. More importantly, the regular communication was critical to the effectiveness of the instructions and motivated them to be more productive (Kimmons & Veletsianos, 2014).

nAnother research conducted by Veletsianos, (2012) explained that learners had immediate interaction more through the social networking applications and sites such as Skype, Twitter, and Facebook. The researchers argued that the instantaneous access to fellow classmates affected the interaction of the class. Therefore, the student took advantage of the informal learning, especially through classmates and formal learning via the organization of course assignment (Veletsianos, 2012). Besides, Sarasin & Morris, (2015) asserted that SNSs acted as an important medium for education, which improved students learning experience. The college professors disclosed that the sites are essential for freshmen because they promote the exchange of ideas, establish a substantial dialogue, and nurture collaborations (Sarapin & Morris, 2015).

nCollaboration and content communication

nDifferent kinds of literature have pointed out the benefits associated with the use of SNSs among college students. Malesky & Peters, (2012) explored the insights of freshmen college professors on how they enhance collaboration and communication between them and their students. They noted that SNSs is an effective method to raise learner-instructor collaboration and establish proper communication expertise. For instance, they explained that learners, who find it difficult to ask questions in class by raising their hands, might have a sense of comfort of communicating through SNSs (Malesky & Peters, 2012). A similar study by Duncan & Barczyk, (2013) noted that YouTube, Twitter, Facebook empower professors to create backchannels that cultivate consultations and exchange of insights among students who are feel intimidated or shy to speak loudly in class (Duncan & Barczyk, 2013).

nIn addition, Veletsianos & Kimmons, (2013) study confirmed social networking sites such as Twitter play an essential part in improving communication between learners themselves as well as their tutors. It established that posting instant comments on Facebook and Twitter was stress-free as compared to logging back into a coursework discussion board that learners could not log in from their mobile gadgets (Veletsianos & Kimmons, 2013). Churcher, (2014) noted that such sites enabled learners to share their insights swiftly with their colleagues within their daily lives. Furthermore, social media provides a discussion platform, which allows considerate thinking and reflection among the students. Effective communication is crucial because it enables a quicker exchange of insights or ideas as compared to the course discussion board, which consume a lot of time (Churcher, 2014).

nA similar study conducted by Ellison, Gibbs & Weber, (2015) argued that SNSs are advantageous to the students because instructors can respond to the students queries via Twitter feed or Facebook page. Moreover, the researcher argued that educators could use such sites to share essential multimedia content, websites and announce impending events (Ellison, Gibbs & Weber, 2015). Ghosh, Chawla & Mallott, (2012) affirmed that college professors desire to use such sites among freshmen because they make it easier to post schedules, updates, and send messages as well as assignments. The college professors also acknowledged that the SNSs have made it easier for the freshmen to seek assistance from the instructor. Subsequently, social networking sites encourage participation of student who could otherwise not engaged in the process, especially in classroom instructions (Ghosh, Chawla & Mallott, 2012).

nA study by Jacquemin, Smelser & Bernot, (2014) recommended the use of social networking sites in a higher learning institution. The research indicated that the utilization of Twitter established connections between the researchers and the students through informal means. For instance, students can follow scholars who have contributed important academic materials (Jacquemin, Smelser & Bernot, 2014). On the other hand, Roebuck, Siha & Bell, (2013) study pointed out that Twitter facilitates the creation of a personal connection between the scholar and the student in a neat manner. The students are able to learn from his/her favourite scholar through social media when he/she is posting preferred theorist and articles on an important topic (Roebuck, Siha & Bell, 2013). For this reason, Gray, Vitak, Easton & Ellison, (2013) argued that social networking sites offer a cost-effective and positive approach to informally engage scientists, which was outside the necessities of their course. The learners are able to create and sustain interaction essential to their learning. Engaging with the theorist over the social media such as Twitter created a link and an excitement level that discussing and reading the articles alone could not (Gray, Vitak, Easton & Ellison, 2013).

nDiversity of methods of learning

nPast studies have highlighted the importance of SNSs in creating diverse methods of learning among college learners. For instance, a study by Chu & Du, (2013) indicated that the use of SNSs in the education system is beneficial because it offers different avenues to learn. College instructors admitted that through the social networking sites, learners interact with the coursework materials through voice memos, and recorded videos, which are uploaded to these sites and later deliberated by the whole class. They explained that learners have a chance of strengthening the course content by utilizing the social media messaging systems (Chu & Du, 2013). Another study conducted by Friedman & Friedman, (2013) recorded the insights of instructors on the advantages of SNSs.

nThey supported the use of SNS in colleges because it fostered learners ability to respond to questions posted anonymously on these sites and then converse the answers in details. The instructors argued that it is beneficial for learners to answer anonymously because it encourages more students to respond more honestly (Friedman & Friedman, 2013). Moreover, Aydin, (2012) recommended the use of social networking sites among college students because it allows them to participate in a conversation at a deeper level. The attention persisted on the content rather than fear of responding to questions incorrectly. Besides, the instant feedback acquired after taking a question on the SNSs also strengthened concentration on the content (Aydin, 2012).

nA study by Toetenel, (2014) argued that learners can research information concerning course details as well as utilized the social networking sites to watch necessary videos to advance promote their understanding and discussion about the coursework. The scholars asserted that regular interactivity benefited the learners as they utilized SNS to debate on the course materials. For instance, a Twitter discussion is very beneficial to students because it takes place concurrently with the live presentation. The study noted such discussion is referred to as backchannel chat and could be used alongside the face-to-face conversation that took place in the class meeting (Toetenel, 2014).

nDisadvantages of using social networking sites in the classroom according to the experiences of freshmen college professors

nAcademic Performance

nA wide range of researchers has explored the negative effects or shortcomings of using social networking sites (SNSs) in classrooms based on the experiences of both learners and freshmen college professors. Meanwhile, different pieces of literature have focussed on how SNS can contribute to poor academic performance. Al-Tarawneh, (2014) study indicated that social networking sites could lead to poor performance in school among freshmen. The researchers recorded insights from college instructors who argued that these sites might negatively affect the students grade point average (GPA). The study noted that freshman women were more likely to spend a significant amount on the social media (Al-Tarawneh, 2014). The researcher observed that some were likely to spend 12 hours each day on different kind of sites in activities such as watching movies, uploading pictures and social networking.

nVeletsianos, Kimmons & French, (2013) established an association between poor academic performance and use of social networking sites. The study affirmed that freshmen who utilized a lot of time on these sites had “fewer academic traits” such as attending classes, completing assignments on time, and lower educational confidence (Veletsianos, Kimmons & French, 2013). Moreover, the study indicated that they were more likely to suffer from substance abuse, insomnia (sleep deficiency) and more challenges influencing their school activities.

nA similar study conducted by Kalra & Manani, (2013) highlighted that social networking sites can negatively affect the academic performance of the student due to excessive use. For instance, the research participants explained that they suffered from social media addiction. In this case, they could barely focus on a given topic for more than ten minutes. Therefore, the researchers argued that it could reduce the attention span of the students, which can contribute to lower performance in education (Kalra & Manani, 2013). Besides, Abdulahi, Samadi & Gharleghi, (2014) research confirmed that poor performance in academic is associated to use of social media among freshmen because it is a significant source of distraction. College professors disclosed that it is easy to miss a significant amount of time browsing via videos, tweets, and photos. Consequently, it decreases the amount of time utilized on academic tasks (Abdulahi, Samadi & Gharleghi, 2014).

nFurthermore, a study performed by Mehmood & Taswir, (2013) discovered that social networking sites might be a significant source of poor academic rating among students because it promotes poor writing skills. The college professors acknowledged that most of the freshmen who constantly use these sites are likely to exhibit challenges in writing their academic papers (Mehmood & Taswir, 2013). The problem is evident because of increased levels of spelling and grammatical mistakes in academic papers. Alloway, Horton, Alloway & Dawson, (2013) study also disclosed that use of social media contributes to writing errors among learners because texting and chatting disrupt the standard language that persons utilize in the course of their lives. Most professors explained that abbreviations utilized in social media are also used in the educational setting, which influences correspondence and conversations. The researcher also concluded that the use of language has tremendously changed since the rise of social media. People normally shorten words when chatting. They usually drop the vowel letters (Alloway, Horton, Alloway & Dawson, 2013). Additionally, a corrupted language is constantly utilized while communication on the social networks which translate to poor writing skills.

nKalra & Manani, (2013) argued that social networking sites have promoted poor performance in academics because of a tendency to either share or copy materials through these networks without seeking permission or acknowledging the authors. Scholars have stressed that the rise of SNSs has contributed to increased plagiarism in the academic papers. Most college students develop behaviour of uptake others material rather than formulating new ones. Freshmen are more likely to copy-paste homework from their colleagues (Kalra & Manani, 2013). A similar research by Sampasa-Kanyinga & Lewis, (2015) claimed that use of SNSs does not encourage students to come up with their own ideas because materials can be easily duplicated and multiplied. In this regard, college professors asserted that when SNSs are utilized in academic fields, freshmen have a habit of copying and using academic papers prepared by colleagues. For this reason, it negatively influences their development and creativity (Sampasa-Kanyinga & Lewis, 2015).

nIncreased use of SNSs contributes to a misunderstanding of concepts and ideas. According to Abdulahi, Samadi & Gharleghi, (2014), communicating through social networking sites causes misunderstanding among students especially freshmen. In some instance, the researcher contended that some students could not display their feelings in a chat environment. For instance, some students, especially among the freshmen may construe the researcher asserted that information which needs to be taken seriously as trivial (Abdulahi, Samadi & Gharleghi, 2014). Similarly, Karpinski, et al., (2013) recorded insights of instructors on how the use of SNSs can lead to misunderstanding of an important concept. They reasoned that when a message is passed to the learners, some might fail to interpret its real meaning. In some instances, they are unable to capture the mood, or emotion of the sender or instructor, which consequently leads to misunderstandings (Karpinski, et al., 2013). According to Mehmood & Taswir, (2013) most scholars argue the learners using SNSs could suffer from lack of clarity. Moreover, others claimed that some messages sent to the students might be interpreted informally or wrongly leading to unpleasant circumstances. The study maintained that discussion of an academic concept via SNSs could be challenging as the students get the wrong idea from each other. In this respect, it suggests that concepts related to emotions cannot be easily communicated to all the students (Mehmood & Taswir, 2013).

nReduces face-to-face interaction and communication

nBased on the perspectives of education experts, SNSs have some shortcoming because it generates l