Abstract:
Connectivism is a learning theory that emphasizes the importance of technology and social networks in the learning process. According to this theory, learning occurs through the connections that individuals make with others and with information sources. Social media is seen as a key tool for promoting connectivism in the classroom, as it allows for collaboration, discussion, and the sharing of information and perspectives. The study was aimed at assessing social media learning satisfaction among distance learning students, considering factors such as learner autonomy, learner diversity, connectedness, and openness. The sample consisted of 301 participants selected through purposive sampling. Descriptive statistics were employed to analyse the data using IBM SPSS Statistics. Additionally, Partial Least Squares Structural Equation Modelling (PLS-SEM) with Smart-PLS was utilised to investigate the relationships between the variables of interest. The results indicate that a high level of Learners‘ Diversity (M = 3.59, SD = .88) was observed in connectivism, followed by Learners‘ Autonomy (M = 3.42, SD = .99, Learners‘ Openness (M = 3.40, SD = .90) and Learners‘ Connectedness (M = 3.21, SD = .97). The overall level of connectivism was also high. The results also revealed a high level of social media usage among learners (M = 3.68, SD = .78) as well as learners‘ satisfaction (M=3.38, SD= .98). The findings showed that social media use influences connectivism (β = .699, p < .001), but not on learners‘ satisfaction (Influence (β) = .140, p = .104) in distance learning. Connectivism influences learners‘ satisfaction (Influence (β) = .666, p < .001). Connectivism fully mediated the influence of social media use on learners‘ satisfaction (Influence (β) =.466, p < .001). In conclusion, social media strongly influences connectivism, impacting learners' satisfaction indirectly. Connectivism fully mediates the relationship between social media use and satisfaction among distance learners.
