Review Related Literature

Social media tools also provide learners with new opportunities to become independent
in their study and research (Liu Y., 2010). As part of the investigation of the efficiency of such
social learning tools, social media sites such as WhatsApp, Instagram, Twitter, LinkedIn, and
Facebook were explicitly investigated in this study. Through interactions between people who
use the tool and interactions with the program, technology used in social learning tools
facilitates physical and cognitive learning. According to Albert Bandura's research, the
introduction of social media has altered the platform for social interaction and human
experience. According to Carter (2018), technological advancements and supporting social
learning tools may likely promote constructivist learning approaches that institutions throughout
the world want to emulate, and may even become more important in the coming years. Because
of the nature of social constructivism, teaching and learning activities must primarily focus on a
student's obligation to collaboratively construct learning content so that learning becomes a
shared social experience (Patel et al., 2011). Deep learning (or inferred as internal
transformation, internalization of information) occurs when students are actively involved in the
learning process and interact with other students (and stakeholders) to achieve a shared goal in
a social constructivist learning environment.