عنوان مقاله [English]
With the development of social media, proper and efficient use of it is inevitable. Social media is a good tool for learning. In order to have a better and more advanced society, special attention should be given to the role of learning through social media. One of the issues that promote the development of learning through social media is the loyalty of users to learning through social media. Therefore, in the present research, the antecedents of learning loyalty through social media have been studied. The present study is a descriptive study in terms of objective and applied in nature. The data gathering tool was a questionnaire and the population of this research was the users of the telegram group of Qom IT Center. In this research, convenience sampling was used to collect 364 questionnaires. Data were analyzed using SPSS and LISREL software. The results of the research show that two indicators for measurement of learning loyalty through social media (behavioral intention to continue using and willingness to recommend to others) are affected by satisfaction, and satisfaction is also affected by self-efficacy of learning and interest learning through social media.
 Arquero, J. L., del Barrio-García, S., & Romero-Frías, E. (2017). What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition. Journal of Educational Computing Research, 55(4), 495-525.
 Turban, E., Bolloju, N., & Liang, T. P. (2010, August). Social commerce: an e-commerce perspective. In Proceedings of the 12th International Conference on Electronic Commerce: Roadmap for the Future of Electronic Business (pp. 33-42). ACM.
 Ali, F., Zhou, Y., Hussain, K., Nair, P. K., & Ragavan, N. A. (2016). Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education, 24(1), 70-94.
 Ku, Y. C., Chen, R., & Zhang, H. (2013). Why do users continue using social networking sites? An exploratory study of members in the United States and Taiwan. Information & Management, 50(7), 571-581.
 Firoozi, M., & Jokar, M. (2017). Developing a Model for Learning’ Satisfaction at Smart Schools with Reference to Bandura’s Cognitive-Social Theory. Journal of Curriculum Research, 7(1), 44-69. [Persian]
 Hong, J. C., Hwang, M. Y., Szeto, E., Tsai, C. R., Kuo, Y. C., & Hsu, W. Y. (2016). Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Computers in Human Behavior, 55, 214-222.
 Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24.
 Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2012). Regulating interest when learning online: Potential motivation and performance trade-offs. The Internet and Higher Education, 15(3), 141-149.
 Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17.
 Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605.
 Hong, J. C., Tai, K. H., Hwang, M. Y., Kuo, Y. C., & Chen, J. S. (2017). Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. Computers in Human Behavior, 66, 353-362.
 Thadani, V., Breland, W., & Dewar, J. (2015). Implicit theories about teaching skills predict university faculty members' interest in professional learning. Learning and Individual Differences, 40, 163-169.
 Dziuban, C., Moskal, P., Kramer, L., & Thompson, J. (2013). Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o'-the-wisp. The Internet and Higher Education, 17, 1-8.