The majority of studies utilised the cross‐sectional method to measure students’ intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students’ learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e‐Learning tool based on students’ longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students’ intention to use and use of e‐Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students’ perceptions when using e‐Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e‐Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course‐related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends.
Moghavvemi, S., & Salarzadeh Janatabadi, H. (2017). Incremental impact of time on students’ use of e‐learning via facebook. British Journal of Educational Technology.