Research Methods in Business – R

Group A6
- Akash Chaurasiya: 23PGDM006
17/01/2024 - Akshat Dua: 23PGDM007
- Ayanava Das: 23PGDM013
- Chandrashekar Yogi: 23PGDM017
- Chitranshu Bahrani: 23PGDM019
- Kruthi U: 23PGDM031

MDI Murshidabad
 1) Topic: Students learning experiences and engagement while using social media: in-depth interview technique.
2) Problem Statement: Does Social Media learning promote educational opportunities that improve student understanding and retention
rate? Does learning through social media engagement have a positive relation with student satisfaction?
3) Research Method
- Sample Size: 10-20 Participants
- Sampling Technique: Purposive Sampling
- Data Collection Procedure: In-depth interview analysis, semi-structured
- Research Design: Qualitative Research, causal research, Ethnographic methods
4) Knowledge Gap (Limitations): The effects of extraneous variables such as prior knowledge, individual learning style and student
motivation is overlooked.
5) Nature of Variables:
- Social Media usage for learning – Independent variable.
- Student Understanding and Student Satisfaction - Dependent variable.
- Degree of Social Media Usage, type of social media used – Moderating Variable.
- Student learning and retention rate- mediating variable
6) Research Questions
- Do you find social media learning to be more engaging than traditional methods?
- Does social media provide a more personalised and interactive learning environment?
- Does social media help you to understand the course material better? Give an example
- Do you think using social media helps you retain information and concepts better?
- Do you find that social media helps you develop critical thinking skills in relation to academic content? How so?
7) Demographic Details:
- Age
- Gender
- Educational Qualification
- Place of Residence (City)

8) Literature Review
Author/Year Topic Objective Method Findings Limitations
Natalie Scotta, Debbie The use of social media The exponential rise of social Inclusion and exclusion Critical Appraisal Skills Common limitations that were
Goode – 2020 (some) as a learning tool media (SoMe) has transformed criteria for the literature Programme (CASP, identified from the studies
in healthcare education how people connect, learn, and search were applied and 2019) checklists included small sample sizes,
network. The use of SoMe in PRISMA guidelines primarily guided the research from a single setting
health education is in its followed. The search critique of the literature, which limited the transferability
infancy. The objective of the retrieved 316 citations. with the Caldwell et al. and the generalisability of
review was to examine the use Forty-seven duplicate (2011) approach used to quantitative results to the
of SoMe by healthcare articles were removed at supplement the critique population at large. Poor response
students, professionals and this stage. Titles and of health-related rates are further limitations found
educators to ascertain if the abstracts were screened and research studies. 17 in the studies, which have been
use of SoMe enhanced the 215 excluded as they were research studies are recognised as a potential source of
learning experience. not relevant. The remaining included in this review. bias (Rindfuss et al., 2015).
articles were assessed for Themes were developed Williamson and Whittaker (2017)
eligibility and 37 were using Braun and argue that convenience, non-
excluded for not meeting Clarke's (2006) random sampling is the least
the review requirements. approach. Five credible sampling method; a
reoccurring themes factor identified in several studies.
emerged: Non-validated tools and
communication and statistically insignificant results
collaboration, a source are further limitations. These
of reference, personal weaknesses make it difficult to
development, pitfalls draw significant conclusions on
and ethical concerns. the effectiveness of SoMe in
education.
Blessing Dwumah Manu Student engagement and This study explores students’ This study uses both The results divulge the Student perception is one of the
a social media in tertiary perception on social media as quantitative and qualitative openness of using social many factors that teachers need to
, Feng Ying education: The perception an effective teaching approaches to fully media in education, consider when deciding whether to
, Daniel Oduro b and experience from the instrument. The respondents, understand how students uncover the interaction use these instruments in the
, Solomon Agyenim Ghanaian public undergraduates from the view/perceive the and information classroom. To further assist
Boateng - 2021 university University for Development application of social media motivation of its use, educators in their decision to use
Studies, took a banking and in higher education. Two and provide theoretical social media for educational
finance course and were asked rounds of survey data and pedagogical purposes, further research is
about their social media usage, collection as well as 14 significance. Notably, needed to use direct measures of
their preferences and their in-depth interviews were we offer understandings effectiveness that are applicable to
perception concerning the use piloted. into how educators can different types of curriculum and
of social media in strategically incorporate teaching methods. Another
tertiary/higher education. SPSS 22.0 was used to social media tools into potential limitation of the study is
Other qualitative data on tabulate frequencies and the classroom as well as that all the students in the study
students were collected to descriptive statistics. how the use of social were at the same university, some
explore the motivations for When respondents in 2018 media can potentially with the same teachers. Students’
 using social media in and 2019 were asked the affect students’ views of perceptions of the use of social
education and the views of same question, the the instructor and the media in education are influenced
teachers and universities. data were combined. Chi- university. not only by their current
square test of independence institution’s efforts to use social
is also reported to media, but also by their perception
address students’ of the school’s existing brand. For
experiences with social example, they can refer to their
media tools and their views own institution, rather than to
of universities in general, when
social media as an effective formulating their ideas about brand
pedagogical tool. recognition and social media.
Exploratory research on the
relationship between social media
use and students’ perception of
college needs further confirmation
and expansion.
Malak Almutairi ,1 , The value of social media This systematic review was Following predefined This review reveals that This review had several
Alan Simpson ,2 , Ehsan use in improving nursing undertaken to investigate the inclusion criteria, a search using social media to limitations. The search strategy
Khan , Tommy students’ engagement: A impact of social media use in of electronic databases was support nursing was limited to English language
Dickinson - 2022 systematic review relation to student engagement performed using a threestep students’ learning has studies published within a specific
in nursing education. strategy to identify relevant positive period and did not include
studies. The following benefits in terms of unpublished abstracts from
databases were searched: promoting several conference proceedings or grey
Cumulative Index of aspects of their literature. The reviewed studies
Nursing engagement, such as were located through a search of
and Allied Health Literature rapid interaction and only four databases; thus, some
(CINAHL), Education communication. relevant literature might have been
Resources Information Further empirical overlooked. A limited number of
Centre (ERIC), MEDLINE studies, however, should experimental investigations were
and PubMed. aim to measure social found that could provide insights
A further manual search media’s effects on into how social media use
was performed to identify nursing students’ improves students’ engagement
potentially relevant articles. engagement with their with their educational courses.
The included studies were courses and their
assessed for academic attainment.
methodological quality by
all reviewers using the
Mixed Methods Appraisal
Tool. NVivo software
 was used for organising
data and developing
themes.
Jayden Holmes, Oli Online learning and The purpose of this paper is to A preliminary global Five key approaches to – The research was limited by the
Rafael Moraes, Lauren teaching for explore emerging synergies exploration of universities’ embedding the SDGs availability of information on
Rickards, Wendy the SDGs – exploring and tensions between the twin SDG-based L&T initiatives into online (and offline) university websites accessible
Steele, Mette Hotker emerging moves to the United Nations was undertaken, using HEI L&T were through a desk-top review in 2019;
and Anthony university strategies Sustainable Development publicly available grey and identified: designing limited HEI representation; and the
Richardson- 2021 Goals (UN SDGs) and online academic literature. Across curricula and pedagogy scope of the 2019 THE Impact
learning and teaching (L&T) a total sample of 179 HEIs to address the SDGs; Rankings.
in higher education institutions – identified through global orienting the student
(HEIs). university rankings and experience towards the
analysis of all 42 Australian SDGs; aligning graduate
universities – 150 SDG- outcomes with the
based L&T initiatives were SDGs; institutional
identified. These were leadership and
analysed to identify capability building; and
common approaches to participating in cross-
embedding the SDGs. institutional networks
and initiatives. Four
preliminary conclusions
were drawn from
subsequent analysis of
these themes and their
relevance to online
education. Firstly,
approaches to SDG
L&T varied in degree of
alignment between
theory and practice.
Secondly, many
initiatives observed
already involve some
component of online
L&T. Thirdly, questions
of equity need to be
carefully built into the
design of online SDG
education. And fourthly,
 more work needs to be
done to ensure that both
online and offline L&T
are delivering the
transformational
changes required for and
by the SDGs.
Felix N. Koranteng , An Empirical Study of the This article investigates how Responses from 586 The findings provided as social networking sites differ in
Isaac Wiafe , and Eric Relationship Between students’ online social students in higher education empirical evidence terms of member behavior norms,
Kuada3- 2019 Social Networking Sites networking relationships affect were analyzed. which contradicts the it is envisaged that if a similar
and Students’ knowledge sharing and how argument that students study is conducted and limited to a
Engagement in Higher the intensity of knowledge perceive social specific academically inclined
Education sharing enhances students’ networking sites as an social networking site such as
engagement. It adopts the effective tool for Academia.edu, ResearchGate,
social capital theory as the learning. Also, contrary Mendeley, and so on, different
basis for investigation, and the to previous studies findings may be observed.
partial least square structural which posit that
equation modeling was used to knowledge sharing
examine the hypothesized impacts engagement, it
model. was observed that there
is no relationship
between the two.
Isaiah T. Awidi Facebook group in the The study aimed to examine to examining student Multiple regression One limitation of the study is the
Mark Paynter learning design of a the response of students to responses to the analyses showed that potential lack of generalizability,
Tijana Vujosevic higher education this re-design, with a view redesign, the study students in this study as it was conducted in
course: An analysis of to identifying elements of aimed to identify aspects were likely to report collaboration with an
factors influencing their learning of their Facebook satisfaction with undergraduate architecture course
positive learning experience that could be the experience that may elements of their at a specific Western Australian
experience for students focus of improvement in influence their experience when any university. The findings may not be
future iterations of the perception about their concerns about representative of diverse academic
learning design. Elements overall course posting on Facebook disciplines, institutions, or student
of the student learning experience. were well managed, a populations. Additionally, the
experience explored were sense of community study focused on the specific
access to information and was experienced by context of incorporating a
resources, support and students through Facebook group into the course
motivation, participation Facebook and they felt redesign, and the results may not
and collaboration, encouraged to learn be directly applicable to courses
assessment and feedback as through their utilizing different platforms or
well reflection and Facebook methods for increasing student
 knowledge construction engagement. engagement. Furthermore, the
study's reliance on self-reported
data may introduce response bias,
as students may provide socially
desirable responses or have
varying interpretations of their
experiences. Lastly, the study's
scope may not account for external
factors that could influence
students' perceptions of their
learning experience, such as
individual learning styles, prior
academic backgrounds, or external
commitments.
many public institutions, online questionnaire The results showed that This research is concerned with
Abu Elnasr Sobaih, Responses to COVID- especially in developing surveys, supplemented with students’ personal social media usage as a formal
Ahmed Mohamed 19 in Higher Education: countries, often do not have in-depth interviews, were usage of social media tool for academic communication
Hasanein, Social Media Usage for access to formal online undertaken with both has promoted its in public higher education
ahmed abuelnasr Sustaining Formal learning management systems faculty members and effective usage for institutions in Egypt using
Academic (LMS) for facilitating students. sustaining formal institutions offering tourism and
Communication in communication with students teaching and learning. hotel degrees as a case study.
Developing Countries and/or among faculty However, significant These institutions do not have a
members. This research differences were found robust use of LMS and werereliant
empirically examines the between faculty on in-class communication prior to
extent to which social media members and students COVID-19. These institutions were
sites are adopted by faculty regarding social media extensively dependenton social
members and students for usage for student media for formal academic
sustaining formal, i.e., sole and support and building an communication. Hence, the results
official tools, academic online community. could be limited due to the tourism
communication Students used social discipline, cultures or features of
media for building an these institutions. Therefore,
online community and further research could examine the
supporting each other, results in different disciplines within
whereas faculty different institutions in the context
members were focused of various countries.
on teaching and learning
exclusively. The results
confirm that proper
usage of social media
could promote a new
era of social learning,
 social presence and an
alternative platform to
foster online learning.
Anastasia Stathopoulou A multi-stakeholder view This research explores the The first study involves a Results show that The research acknowledges that
a , Nikoletta- of social media as a adoption of social media as survey of 205 educators both educators and while social media integration in
Theofania Siamagka supporting tool in higher a supporting tool in who reported their views students acknowledge higher education has positive
b, * , George education: An undergraduate (UG) on the importance and the importance of impacts, a limitation lies in the
education using both use of social media incorporating social advice for faculty to be cautious,
Christodoulides- 2019 educatorestudent
suggesting a need for awareness
perspective educators' and students' within their management media in delivery and
and careful management in
perspectives. courses. The second assessment of courses utilizing these tools.
study consists of four and highlight its
focus groups, which positive impact on
provides insights into students' deep
students' perspectives learning experience
and attitudes toward the and engagement, as
use of social media by well as their
their educators in higher enhancement of
education. collaborative and
organizational skills.
However, faculty is
advised to keep a
balance in terms of
relevance of social
media use, control,
and usage level of
social media
platforms.
 Jamal Abdul Nasir Exploring the role of The objective of this study is The methodology The study reveals that The statement lacks explicit details
Ansari & social media in to examine the application employed in this study online social media, on the limitations encountered
 Nawab Ali Khan collaborative learning and usefulness of social involves an empirical when used for during the research. Without this
the new domain of media and mobile devices in approach based on a collaborative learning, information, it is challenging to
learning transferring resources and survey of 360 students in significantly assess potential biases,
constraints, or constraints that
facilitating interaction with a university in eastern influences
might have influenced the study's
academicians in higher India. To measure and interactivity with outcomes. Providing insight into
education institutions, validate instruments, a peers and teachers, as the limitations would enhance the
focusing on an unexplored latent variance-based well as online transparency and robustness of
area. The specific aim is to structural equation knowledge sharing the research findings.
understand students' model approach was behavior.
perceptions regarding social utilized. This rigorous Furthermore, these
 media and mobile devices in methodology helps aspects of interactivity
the context of collaborative establish relationships and online knowledge
learning, interactivity with between variables and sharing significantly
peers and teachers, and draw meaningful impact students'
their impact on academic conclusions. However, engagement,
performance. specific procedural ultimately leading to a
details, sampling positive influence on
methods, and potential academic
sources of bias are not performance. The
explicitly outlined in the findings also suggest
provided statement. that the use of online
social media for
collaborative learning
enhances students'
creativity, dynamism,
and research-oriented
approaches.
Dr. Roben Taylor Student Learning Through Recent years have witnessed An online survey was Results found subtle
Rd N, Jacksonville social media an increased interest in using developed consisting of 34 nuances and interesting
Dr. Franklin King social media/social learning questions relating to the trends (as well as further
Dr. Gordon Nelson with online courses. Many demographics of the questions), but overall
students value the social sampled 1376 university the results indicated
aspects of their university students and questions positive attitudes and
education and hesitate to take relating to the previously confirm the value of
online courses thinking them mentioned questions. using social
to be devoid of socialization. Percentages, t-tests, and media/social learning in
On the other hand questions correlations were analyzed. online courses. The
have arisen with regard to findings of the study
privacy and instruction into the also suggest
social dimension of students. implications for
This study examined the teaching improvement
following questions: 1) Does with online courses at
social media and social the university level.
learning promotes educational
opportunities for improved
student understanding? 2) Do
students view social media as
an asset to courses – does it
enhance understanding and
keep student engaged? 3) What
do university students see as
problems with the use of social
media?