Abstract—The use of social media technology to support and
facilitate undergraduate studies has created a lot of speculation
among educators and researchers. The fast adoption of social
media technology has caused a fundamental shift in the way
people communicate and collaborate. Students utilize social
media mostly in their personal lives. However, its use in higher
education for instructional reasons is fast-growing. The study
aims to examine students’ attitudes and perceptions toward
using social media, and the privacy concerns they may associate
with the use of social media. A survey questionnaire was used as
an empirical data source and the final sample included 197
responses, which were analyzed descriptively. The results
revealed that the majority of students are aware of how to use
social media comfortably for educational purposes.
Nevertheless, concerns were raised regarding a lack of
knowledge about rules and regulations, as well as an inability to
control the use of social media for educational purposes. The
study contributes to the discussion about social media as an
educational tool and provides insights into potential obstacles
and hurdles in its implementation. The article concludes by
discussing the results and providing theoretical and practical
implications for academia.
Index Terms—Social media, mediated communication, higher education, privacy concerns, undergraduate
Kevin Fuchs and Veronica Aguilos are with the Faculty of Hospitality and Tourism, Prince of Songkla University, Phuket 83120 Thailand.
*Correspondence: firstname.lastname@example.org (K.F.)
Cite: Kevin Fuchs* and Veronica Aguilos, "Technology-Enhanced Learning in Higher Education: A Study of Attitudes and Perceptions toward Social Media," International Journal of Information and Education Technology vol. 13, no. 3, pp. 482-488, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).