SOCIAL MEDIA AND STUDENT ENGAGEMENT IN ONLINE LEARNING IN HIGHER EDUCATION SETTINGS: INSIGHTS FROM A CASE STUDY APPROACH

In recent years, social media has increasingly been adopted as a supplementary tool in higher education, providing new pathways to strengthen learner participation, particularly in virtual classrooms. This study investigates students' experiences with the use of social media to support their engagement during the completion of a group project in the Appreciation of Ethics and Civilization course. The course requires substantial peer collaboration and interaction with instructors, yet many students faced challenges in coordinating face-to-face meetings due to limited opportunities for in-person engagement. These constraints often led to suboptimal teamwork, weak engagement, and poor project outcomes. Employing a qualitative case study approach, this research examined two student groups enrolled in the course, exploring how social media facilitated collaboration and engagement. Thematic analysis of student reflections and group interactions revealed three core dimensions of engagement: affective, behavioural, and cognitive. The findings highlight that social media platforms can serve as effective tools to foster meaningful student engagement in collaborative academic tasks. By identifying how different forms of engagement manifest in online settings, the study offers practical insights for educators aiming to design more inclusive and interactive learning environments. These insights are essential for preparing students for the collaborative and communicative demands of professional life, thereby supporting both their academic and personal development.