Relationship between the use of virtual social networks, self-directed learning and critical thinking of students in developing countries: a comparative study between Iranian and Indian undergraduate students

Abstract

This study investigated the relationship between uses of virtual social networks, self-directed learning and critical thinking of students in developing countries, a comparative study between students at the University of Esfahan in Iran and students of Aligarh Muslim University in India, enrolled in the academic year 2017-2018. Research was conducted using a descriptive correlational method and found that the use of virtual networks among Iranian students had a positive and significant relationship with components of critical thinking (interpretation, analysis and explanation skills), while among the Indian students, there was a positive and significant relationship with all the components of critical thinking. Moreover, the use of virtual social networks among Iranian students had a positive and significant relationship with the components of self-directed learning (interests in learning and self-control), but it did not have a significant relationship with the component of self-management. Among Indian undergraduate students, the use of virtual social networks had a positive and significant relationship with all the self-directed learning components (self-management, interests in learning and self-control).