Accepting social networks in learning and teaching

Today, online social networks are at the centre of the world's attention. Their specifications and efficiency increase every day, however research shows that their scientific and educational functions are still limited. We believe online social networks have the potential to create new opportunities for success in learning. As frame of reference, we employed the Technology Acceptance Model, which focuses on satisfaction and usefulness. We used a questionnaire to investigate the attitudes of students (N=162) and teachers (N=70) towards online social networks in learning. After gathering information about their attitudes in terms of usefulness and satisfaction, we investigated their expectations for these networks in terms of their applicability to learning. Furthermore, we sought to discover whether or not the attitudes of teachers and students towards online social networks were different. Results showed that both participating groups expressed satisfaction with social networks, had confidence in the usefulness of these networks and held high expectations for their potential to enhance learning. Surprisingly, the expectations of teachers were higher than those of the students. Usefulness was the best predictor of expectations for learning. Age proved to be an important factor for teachers but not for students.