Foreign Literatue

Kaveri Subrahmanyam and Patricia Greenfield state that using online communication has
both negative and positive
effects, because there are harmful ways in which the internet could be used. They also
state that nowadays, schools
are trying their best to control how students use digital media on school grounds
(Subrahmanyam and Greenfield,
2008). In some schools, leaders believe that social media has a positive impact on the
development of the students’
education. In other schools, leaders have banned the access of social network sites,
because they fear the students’
interaction on them, although, they know the positive impact social media has on the
students’ education (Ahn,
2010). Ahn also states that the examples of the media platforms the younger generation
use are: YouTube, to share
and stream videos, and Facebook, to have a complete identity online, and a network of
friends. Ahn says, researchers
look at the profiles of the social media users as part of the process needed for the students
to develop their identity
(Ahn, 2010).
Kaveri Subrahmanyam and Patricia Greenfield state that using online communication has
both negative and positive
effects, because there are harmful ways in which the internet could be used. They also
state that nowadays, schools
are trying their best to control how students use digital media on school grounds
(Subrahmanyam and Greenfield,
2008). In some schools, leaders believe that social media has a positive impact on the
development of the students’
education. In other schools, leaders have banned the access of social network sites,
because they fear the students’
interaction on them, although, they know the positive impact social media has on the
students’ education (Ahn,
2010). Ahn also states that the examples of the media platforms the younger generation
use are: YouTube, to share
and stream videos, and Facebook, to have a complete identity online, and a network of
friends. Ahn says, researchers
look at the profiles of the social media users as part of the process needed for the students
to develop their identity
(Ahn, 2010).
Kaveri Subrahmanyam and Patricia Greenfield state that using online communication has
both negative and positive effects, because there are harmful ways in which the internet
could be used. They also state that nowadays, schools are trying their best to control how
students use digital media on school grounds (Subrahmanyam and Greenfield, 2008). In
some schools, leaders believe that social media has a positive impact on the development
of the students’ education. In other schools, leaders have banned the access of social
network sites, because they fear the students’ interaction on them, although, they know
the positive impact social media has on the students’ education (Ahn, 2010). Ahn also
states that the examples of the media platforms the younger generation use are: YouTube,
to share and stream videos, and Facebook, to have a complete identity online, and a
network of friends. Ahn says, researchers look at the profiles of the social media users as
part of the process needed for the students to develop their identity (Ahn, 2010).

Gwenn Schurgin O’Keeffe and

Kathleen Clarke-Pearson believe that
there are negative impacts caused by
social
media, which include accessing
inappropriate content and not
“understanding online privacy.” They
also say that,
there is online harassment and
cyberbullying, which is mostly caused
by risks of peer to peer engagement
(O’Keeffe
and Clarke-Pearson, 2011).
Gwenn Schurgin O’Keeffe and
Kathleen Clarke-Pearson believe that
there are negative impacts caused by
social
media, which include accessing
inappropriate content and not
“understanding online privacy.” They
also say that,
there is online harassment and
cyberbullying, which is mostly caused
by risks of peer to peer engagement
(O’Keeffe
and Clarke-Pearson, 2011).
Gwenn Schurgin O’Keeffe and Kathleen Clarke-Pearson believe that there are negative
impacts caused by social media, which include accessing inappropriate content and not
“understanding online privacy.” They also say that, there is online harassment and
cyberbullying, which is mostly caused by risks of peer to peer engagement (O’Keeffe and
Clarke-Pearson, 2011).

According to Kuppuswamy and Shankar (2010) social network websites grab attention of
the students and then diverts it towards non-educational and inappropriate actions
including useless chatting. Based on the above statement we can say that social
networking sites may badly affect the academic life and learning experiences of the
student. Trusov, Bucklin, and Pauwels (2009) noted that the Internet is no doubt
evolution of technology but specifically social networks are extremely unsafe for
teenagers, social networks become hugely common and well-known in past few years.

As Kuppuswamy and Shankar (2010) explained that the social networks grabs the total
attention and concentration of the students and diverts it towards non educational,
unethical and inappropriate actions such as useless chatting, time killing by random
searching and not doing their jobs. Students and teenagers mostly use social networks for
time killing and sake of enjoyment but it has been analyzed that internet use for
education purpose and any appropriate task including online tutorials, online lectures
and education material downloading is very good but use of internet for only social
network is very useless perhaps dangerous.

Paul et al. (2012) suggested that online social networks could possibly be viewed as
helpful educational technology if the moreacademic staff actually knew how to
incorporate them into their curricula.Amin, Mansoor, Hussain, and Hashmat
(2016)claimed that social media networking sites draw the attention of the students and
increase their academic grade points.Mingleand Adams (2015) insisted that social media
should be used for educational purposes but with proper monitoring andcounseling as the
chances of students becoming addicted so social media is high.Butler and Matook
(2015)confirmed thatsocial media affect the relationships of the people and the methods
of their learning.

Osharive (2015) propounded that students should be motivated to use social for
educational purposes and the networking sitesshould expand folios for academic
activities. Alsuraihi, Almaqati, Abughanim, and Jastaniah (2016)suggested the
utilizationof social media in education by developing intrinsic activities as it is beneficial.
Utilizing social media tools in educationsometimes can be very demanding and
challenging for educators to assure effective learning(Yusuf, AL-Madah, &
Alam,2016).Paul et al. (2012) indicated that the students’ academic performance is a
function of devotion span, time management skills, student characteristics, and time spent
on online social media.Owusu-Acheaw and Larson (2015)insisted that studentsshould be
enthused to use handphones with internet facilities but with restricted timing to social
media as it adversely affectstheir academic achievements.

claimed that the students are becoming highly addicted to and intermediation is needed to
control the same andalso reported that YouTube, Facebook, and Twitter were the most
used social media platforms (in their order of preference).Ali Aljabry et al. (2017) proved
that the most common social media platform used was Facebook and social media had
affectedthe academic performance of students negatively. Jameel et al. (2019)claimed
that male students are spending more time onsocial media and WhatsApp and Facebook
as their favorite platforms.El-Badawy and Hashem (2015)advocated that thereexists no
relationship between social media and the student’s

Masters (2015) academic performance. But, Amadi and Ewa (2018) confirmed that the
social media platforms had distracted the attention of the students from their studies
resulting in negative performances.Rouis, Limayem, and Salehi-Sangari (2011a)indicated
that extensive use of Facebook by students withextraverted personalities leading to poor
academic performances.Hasnain, Nasreen, and Ijaz (2015) proved that social mediahas an
inverse relationship with academic performance due to fading communication barriers
and rising easy access in data. Halboub et al. (2016)found out that the majority of
students are using their smartphones/computers for social networks on a daily basis, and
during lectures, laboratories, and clinics as well, resulting in negative performance and
the only suggested remedy is to stop or reduce using social media.

T-Jay I. Borillo

Review Related Literature

Related Studies

What are Social Media Platforms

 In the short time in which they have been present in organizational contexts, social media
seem to have been used in two primary ways. The first, and more commonly studied, way is for
organizational communication with external parties, such as customers, vendors, and the public
at large. Most organizations that use social media to communicate with external parties have a
multipronged strategy that crosses various platforms (Piskorski, 2011).
https://academic.oup.com/jcmc/article/19/1/1/4067484?login=true

Many previous studies of social media emphasize specific platforms, including books and
papers devoted to just one particular platform such as Facebook or Twitter. It is clearly important
to understand Twitter, for example, as a platform: the company that owns it, the way it works
and the very idea of social media based on messages that must remain below 140 characters.
From an anthropological perspective, however, if we ask what Twitter actually is it makes more
sense to think of the millions of tweets, the core genres, the regional differences and its social
and emo tional consequences for users. It is the content rather than the platform that is most
significant when it comes to why social media matters.

Text © Daniel Miller, Elisabetta Costa, Nell Haynes, Tom McDonald, Razvan Nicolescu,
Jolynna Sinanan, Juliano Spyer and Shriram Venkatraman 2016 Images © Daniel Miller,
Elisabetta Costa, Nell Haynes, Tom McDonald, Razvan Nicolescu, Jolynna Sinanan, Juliano
Spyer and Shriram Venkatraman 2016 (Authors of books)

https://play.google.com/books/reader?id=L-45DwAAQBAJ&pg=GBS.PR3&hl=fil

History of Social Media Platforms

Although many organizations now routinely use publicly available social networking and
microblogging sites for customer-facing innovation, marketing and after sales service purposes
(Kaplan & Haenlein, 2010), in the years before popular sites allowed business pages, employees
often independently joined and interacted with coworkers on public social media. In many cases,
these experiences predated the establishment of internal-only social media applications. For
example, Efimova & Grudin (2007) chronicle the arrival of blogging at Microsoft, noting that
student interns as early as 2000–2001 were active bloggers. Similarly, DiMicco & Millen (2007)
reported on the growing use of online social networking by new employees at IBM, who used
Facebook at work to learn about new colleagues in what they termed people sensemaking. Early
studies further examined the tensions created by the use of public sites, such as the potential they
raise for proprietary information leakage, hierarchy problems when managers and employees
become friends, or personal and work boundary issues (Skeels & Grudin, 2009). As with the
blogging example at Microsoft, students transitioning from college to work were a common
vector for the introduction of online social network sites like Facebook and LinkedIn into
organizations in the early to mid 2000s (DiMicco & Millen, 2007).
https://academic.oup.com/jcmc/article/19/1/1/4067484?login=true

The Use of Social Media Platform to Students

Academics who are using social media are required to weigh up and balance a number of
competing desires, demands and objectives: to facilitate their own research and connections
without jeopardizing their status or employment; to create content that is interesting and
publicizes their research without appearing overly entrepreneurial or self-aggrandizing; to
regularly engage with others and achieve freedom of expression on an informal basis while being
aware of not inflaming sensitivities or appearing unprofessional by providing too much personal
detail; to share their ideas openly while ensuring they meet academic standards; coming to terms
with loss of control over the circulation of material; or to achieve work efficiency while not
allowing too much precious time to be consumed (Veletsianos 2013 discusses many of these
issues in his auto-ethnography of digital scholarship). Academics must achieve this balance in a
context in which the social media tools and platforms they use are promoting the ethos of
freedom of expression and sharing simultaneously with profiting from the data that are generated
by users as part of the digital knowledge economy (Ford et al. 2013, Fuchs 2011, Ritzer and
Jurgenson 2010).

http://web.archive.org/web/20150330050556/http://www.canberra.edu.au/research/faculty-
research-centres/nmrc/publications/documents/Feeling-Better-Connected-report-final.pdf

How Popular the social media (General)

Social networks are one of the most used communication methods of today's world. Their
use in different fields has been examined in several research studies. This study aims to examine
the effects of social media on student's behaviors which will mainly focus on Facebook. Whether
there is a positive relationship between confidence, social media participation and social media
related behaviors will also be assed with regard to using Facebook. In order to collect the
primary data, a general scanning model was used to observe attitudes of high school students.
The participants chosen were 362 high school students from level 9 to 12. The findings highlight
that Facebook is used for communication entertainment and sharing news, pictures and songs. In
addition, their Facebook profile picture is alone and students were aware that swearing is
considered a form of misconduct, which is a good sign. The study also indicates that students
were aware of protecting their social identity as their Facebook shares are not public.
Furthermore, they respect privacy as they do not use their friend's Facebook account. (Tugberk
Kaya 2011).

https://www.sciencedirect.com/science/article/abs/pii/S0747563216300887#!
 Social Media and Its Impact on Students
Generally, Social Media users largely are from Teens and Generation Y (internet users age 18-
32), according to the survey conducted by Pew Internet & American Life Project entitled
Generations Online in 2009. They are the most likely groups to use the internet for entertainment
and for communicating with friends and family. These younger generations are significantly
more likely than their older counterparts to seek entertainment through online videos, online
games, and virtual worlds, and they are also more likely to download music to listen to later.
Internet users ages 12-32 are more likely than older users to read other people’s blogs and to
write their own; they are also considerably more likely than older generations to use social
networking sites and to create profiles on those sites. Younger internet users often use personal
blogs to update friends on their lives, and they use social networking sites to keep track of and
communicate with friends. Teen and Generation Y users are also significantly more likely than
older generations to send instant messages to friends. By a large margin, teen internet users’
favorite online activity is game playing; 78% of 12–17-year-old internet users play games
online,4 compared with 73% of online teens who email, the second most popular activity for this
age group. Online teens are also significantly more likely to play games than any other
generation, including Generation Y, only half (50%) of whom play online games. (Elaine
Cauilan 2009).

https://d1wqtxts1xzle7.cloudfront.net/55877087/ijsrp-p29125-with-cover-page-v2.pdf.