In an era where digital technologies permeate nearly every aspect of daily life, social media emerged as a powerful yet contentious tool in education. This study aims to addresses the broader challenge of understanding how social media reshapes student learning experiences, both positively and negatively, in an increasingly interconnected and information-driven world. The theoretical framework of this qualitative study is built on the principles of connectivism and Phillips’s Model. The data sources for this study include interview data from 30 participants in the United States and China, as well as university policy documents related to social media usage from universities in both countries. The study applies inductive strategy and Bartlett and Vavrus’s Comparative Case Study as analytical framework to reveal that social media has transformed learning practices by making information more accessible, facilitating collaboration, and fostering new learning environments. However, the study also highlights concerns about the cognitive impacts of social media, such as reduced attention spans, superficial engagement with content, and the spread of misinformation. Additionally, the phenomenon of the “information cocoon” effect, where students are exposed primarily to information that aligns with their existing beliefs, was found to be prevalent across both countries. The study’s findings suggest that the impact of social media on student learning is shaped by the cultural, social, and political environments in which it is used, offering insights into how different educational contexts navigate this digital landscape. This research contributes to the ongoing dialogue about the dual nature of social media in education, underscoring the need for a balanced approach that maximizes its benefits while mitigating its drawbacks.
","abstract_html":"<p>In an era where digital technologies permeate nearly every aspect of daily life, social media emerged as a powerful yet contentious tool in education. This study aims to addresses the broader challenge of understanding how social media reshapes student learning experiences, both positively and negatively, in an increasingly interconnected and information-driven world. The theoretical framework of this qualitative study is built on the principles of connectivism and Phillips’s Model. The data sources for this study include interview data from 30 participants in the United States and China, as well as university policy documents related to social media usage from universities in both countries. The study applies inductive strategy and Bartlett and Vavrus’s Comparative Case Study as analytical framework to reveal that social media has transformed learning practices by making information more accessible, facilitating collaboration, and fostering new learning environments. However, the study also highlights concerns about the cognitive impacts of social media, such as reduced attention spans, superficial engagement with content, and the spread of misinformation. Additionally, the phenomenon of the “information cocoon” effect, where students are exposed primarily to information that aligns with their existing beliefs, was found to be prevalent across both countries. The study’s findings suggest that the impact of social media on student learning is shaped by the cultural, social, and political environments in which it is used, offering insights into how different educational contexts navigate this digital landscape. This research contributes to the ongoing dialogue about the dual nature of social media in education, underscoring the need for a balanced approach that maximizes its benefits while mitigating its drawbacks.</p>","abstract_has_math":false,"creators":["Pang, Jia"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["David Drew","Emilie Reagan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["comparative case study","higher education","international comparative education","social media","Education Policy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/961","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David Drew","Emilie Reagan"]},{"key":"dc:creator","label":"Author","values":["Pang, Jia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["comparative case study","higher education","international comparative education","social media","Education Policy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/961"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In an era where digital technologies permeate nearly every aspect of daily life, social media emerged as a powerful yet contentious tool in education. This study aims to addresses the broader challenge of understanding how social media reshapes student learning experiences, both positively and negatively, in an increasingly interconnected and information-driven world. The theoretical framework of this qualitative study is built on the principles of connectivism and Phillips’s Model. The data sources for this study include interview data from 30 participants in the United States and China, as well as university policy documents related to social media usage from universities in both countries. The study applies inductive strategy and Bartlett and Vavrus’s Comparative Case Study as analytical framework to reveal that social media has transformed learning practices by making information more accessible, facilitating collaboration, and fostering new learning environments. However, the study also highlights concerns about the cognitive impacts of social media, such as reduced attention spans, superficial engagement with content, and the spread of misinformation. Additionally, the phenomenon of the “information cocoon” effect, where students are exposed primarily to information that aligns with their existing beliefs, was found to be prevalent across both countries. The study’s findings suggest that the impact of social media on student learning is shaped by the cultural, social, and political environments in which it is used, offering insights into how different educational contexts navigate this digital landscape. This research contributes to the ongoing dialogue about the dual nature of social media in education, underscoring the need for a balanced approach that maximizes its benefits while mitigating its drawbacks.
"]},{"key":"dc:title","label":"Title","values":["The Role of Social Media in Students’ Learning: Perceptions From the US and China"]}]}],"canonical_facts":{"dc:contributor":["David Drew","Emilie Reagan"],"dc:creator":["Pang, Jia"],"dc:date.available":["2025-07-16T07:00:00Z"],"dc:description.abstract":["In an era where digital technologies permeate nearly every aspect of daily life, social media emerged as a powerful yet contentious tool in education. This study aims to addresses the broader challenge of understanding how social media reshapes student learning experiences, both positively and negatively, in an increasingly interconnected and information-driven world. The theoretical framework of this qualitative study is built on the principles of connectivism and Phillips’s Model. The data sources for this study include interview data from 30 participants in the United States and China, as well as university policy documents related to social media usage from universities in both countries. The study applies inductive strategy and Bartlett and Vavrus’s Comparative Case Study as analytical framework to reveal that social media has transformed learning practices by making information more accessible, facilitating collaboration, and fostering new learning environments. However, the study also highlights concerns about the cognitive impacts of social media, such as reduced attention spans, superficial engagement with content, and the spread of misinformation. Additionally, the phenomenon of the “information cocoon” effect, where students are exposed primarily to information that aligns with their existing beliefs, was found to be prevalent across both countries. The study’s findings suggest that the impact of social media on student learning is shaped by the cultural, social, and political environments in which it is used, offering insights into how different educational contexts navigate this digital landscape. This research contributes to the ongoing dialogue about the dual nature of social media in education, underscoring the need for a balanced approach that maximizes its benefits while mitigating its drawbacks.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/961"],"dc:subject":["comparative case study","higher education","international comparative education","social media","Education Policy"],"dc:title":["The Role of Social Media in Students’ Learning: Perceptions From the US and China"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}