Learning communities, social media, and learning performance: Transactive memory system perspective

Abstract

Taking the Transactive Memory System (TMS) perspective, this study aims to explore how social media usage in learning communities stimulates learning performance within teams when team knowledge sharing, team efficacy and team bonding embody the core elements in transactive communication processes. Data were collected from 64 student project teams in three waves using a time-lagged approach and team dynamics were examined across different stages of the project. Results were significantly positive for social media usage in learning communities, demonstrating varied impacts of TMS on team learning performance. Findings show that increase in social media usage facilitated team bonding, knowledge sharing and team efficacy within project teams. Interestingly, the results related to TMS had a positive impact on team learning performance only through team efficacy and team bonding, while knowledge sharing had no impact. These findings provide useful insights for educational practitioners and future employers about formulating strategies such that project teams can develop TMS needed to organize and execute actions required to effectively make social media usage decisions that influence team performance. This paper advances the TMS theory by highlighting the role of social media in enhancing team learning performance while working in project-based teams.