How cyber stalking and cyber bullying affect students' open learning

Abstract

This paper aims to bridge the literature gap concerning the use of social media to conduct collaboration learning and explore its effect on student performance through cyberstalking (CS) and cyberbullying (CB). To achieve the study objective, this study employed a questionnaire as the main data collection method and distributed it to 538 university students based on both the technology acceptance model and constructivism theory, all of whom use social media. The findings were obtained via a quantitative research method, structural equation modeling. This study found a significant relationship between perceived usefulness, perceived ease of use, and perceived enjoyment with social media use for open learning. However, this study found a negative relationship from social media use on open learning that was dampened by CB, which is considered a dampening factor. Also, open learning was reported to be negatively influenced by perceived usefulness as CS was found to dampen the relationship with open learning.