Abstract:
With growing interests in digital technologies and social technologies, there have been significant changes and improvements in learning contexts, digital media and information literacy skills. Thus, measuring the extent to which their employment could impact and enhance learning strategies and learning outcomes is gaining recognition among research scholars and practitioners. While there is a growing body of literature exploring students’ readiness in online learning environments, few studies have been conducted to explore Connectivist learning and online social networking efficacy in technology-enhanced learning environments in higher education. To that end, data from a mixed-methods study that adopted a questionnaire and qualitative data from follow-up interviews were collected. A total of 118 students learning at the undergraduate university level in the Faculty of Arts participated in this study and completed the "readiness for Connectivist learning scale (RCLS). The scale had four major components: a) ICT Self-efficacy, b) Autonomous Learning, c) Information Literacy d) Learning Networks. Results of the questionnaire and the follow-up interview revealed that there were positive results about information literacy, and autonomous learning while students expressed their concerns regarding learning networks and ICT Self-efficacy in technology-enhanced learning environments. The findings have significant implications for technology-enhanced educational programs. Moreover, this study provides guidance for further research in Connectivist learning in online social networking platforms and offer suggestions on how to promote more interactions, and socializations through collaborations in online participatory media technologies.