Antecedents and consequences of social media utilization in college teaching: a proposed model with mixed‐methods investigation

Purpose The purpose of this paper is to investigate the antecedents and consequences of social media utilization in teaching by college faculty. Design/methodology/approach The paper is based on literature review, the author's observations, and qualitative and quantitative information reported by 249 full‐time and part‐time faculty members. Findings There are four antecedent factors for social media utilization in teaching: faculty personal social media involvement and personal readiness; external pressures from peers, supervisors, students and their employment; expected benefits; and perceived risks. Two factors are important to assess the consequences of social media utilization in teaching: perceived student satisfaction and student learning outcomes. Research limitations/implications Data were obtained from only one university. This paper includes only simple statistical analysis, although structural equation analysis is more appropriate for testing the model. Practical implications The established social media utilization model suggests that the key to solving problems related to social media utilization in teaching is to address faculty's concerns and convince them about the benefits of social media utilization with examples and sound outcomes. Originality/value This study draws on both past publications and first‐hand research; it establishes a social media utilization model about the antecedents and consequences of social media utilization in teaching, and has both qualitative and quantitative data to support the model.