A literature review of Social Networking- based Learning Systems using a novel ISO-based framework

Abstract

This article introduces a novel ISO-based framework which is adjusted appropriately for evaluating Social Networking-based Learning (SN-Learning) systems and constitutes a literature review on them for the last decade. Using ISO 25010 international standard as a cornerstone, the evaluation is impartial and reliable. Furthermore, it relies on standard characteristics being proper to access the quality of educational software. The review aims at showing the evolution of expert systems in e-learning due to the emergence of social networking and the contribution of its characteristics to the educational process. To this end, the number of forty-one systems, published since 2010, has been chosen. The 65.85% of these systems emerged from qualitative research journals papers, whereas the rest derived from significant international conferences. In addition, the 43.9% of selected systems has been developed using well-known web 2.0 technologies. In this study, the aforementioned ISO model along with its adjustments to fit in such an educational context is described, the prevailing modules of SN-learning systems are presented and how the social networking characteristics can be beneficial to learning is highlighted. This paper provides significant information to instructors, researchers and software developers of SN-learning environments, concerning either already existing social networking platforms serving as tutoring tools or intelligent e-learning systems incorporating social characteristics. Developing high quality software is vital, as in current days, learning communities are computer-literate and have rising expectations for the systems they use. Moreover, this paper can be used as a guideline for making decisions about the techniques and tutoring styles that should be adopted when designing intelligent social networking-based educational systems. One major conclusion is that tutoring systems that have been developed on well-known social networking platforms (e.g. Facebook, Twitter, Elgg etc) tend to have placed the emphasis on social features, while they do not provide yet learner-centered education in terms of adaptive and personalized learning. Furthermore, these systems do not support yet complex decision making, such as making effective decisions regarding teaching methods, delivery mechanisms and student modeling. There is scope for a lot of improvement.