IC-HUSO 2017 Panel 18 : Social Development 1. Online Social Networks Influencing Students’ 953 Social Learning Outcomes, An Analysis In Vietnam Hue Thi Hoang, Quynh Huong Pham, Hanh Thi Hai Nguyen, Thuy Thi Thu Pham 2. ASEAN Economic Community and Vietnam Human Resource 972 Le Dang Minh, Tran The Tuan 3. The Need to Provide Education to the Children of Construction Laborers 983 in the Large-scale Construction in Bang Khae Bangkok Nattapol Pourprasert 4. Estimation Of Recreational Value As A Basis For Improving Payment 992 For Forest Environmental Services In Tourism: An Application Of Travel Cost Method In Ba Vi National Park, Vietnam Nguyen Van Hieu, Nguyen Hoang Nam 5. Distribution and Utilization of Sago forest in Southern Thailand: 1009 Trang Province Amarin Suntiniyompukdee, Apirak Songrak, Somrak Rodjaroen, Tanawit Thongwichean, Arrisa Sopajarn, Sudee Niseng |Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand IC-HUSO 2017 Online Social Networks Influencing Students’ Social Learning Outcomes, An Analysis In Vietnam Hue Thi Hoang1, Quynh Huong Pham2, Hanh Thi Hai Nguyen3, Thuy Thi Thu Pham4 1,2,3,4 Faculty of Human Resources Economics and Management 1,2,3,4 National Economics University, Vietnam 1 E-mail: [email protected], 2 E-mail: quynhph@ neu.edu.vn , 3 E-mail: [email protected], 3 E-mail: [email protected] Abstract Social networks have increasingly penetrated into most of the universities, affecting lots of students’ life. In this study, we investigate how online social networks affect social acceptance, acculturation, and social learning effectiveness. Based on social learning theory (Bandura, 1977), we argued that online social networks and social learning effectiveness have the relationship. Results from our surveys accompanied by selected universities demonstrated the impact of online social network on students’ social learning outcomes. We found online social network engagement has a positive influence on students’ seft-esteem, social learning effectiveness, social acceptance, and acculturation at universities, but not on satisfaction with university life. We also suggested social acceptance affects students’ seft- esteem and social learning outcomes positively. Acculturation helps students attain the development of seft-esteem, life satisfaction at universities and learning outcomes. Keywords: Acculturation, Social Acceptance, Online Social Networks, Social Learning Outcomes |Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 953 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand IC-HUSO 2017 1. Introduction The rationale of the study The world is getting flat because interpersonal contact becomes easier and toucher than ever before (Freidman, 2006). One of the fundamental flattening factors in the world is the new era of connectivity that has emerged with the widespread availability of the World Wide Web and the emergence of the Internet (Freidman, 2006). Faloutsos, Karagiannis, and Moon (2010) suggested online social networks keeps on growing unabatedly with hundreds of millions of active users. Vietnam witnessed the infiltration of online social networks beginning in 2005 with the appearance of several online social networks such as Facebook, Zingme, Youtube, Instagram, Twitter, Yahoo, etc. The number of people using online social networks has been dramatically increasing because online social networks helps people to produce and consume content (Guille, Hacid, Favre, & Zighed, 2013). According Nguyen (2017), in 2015 Vietnamese ranked fourth in the world for Internet usage with 5.2 hours per day, ranked ninth in terms of average time spent on social network for 3.1 hours per day and ranked 22nd in the world by population, the number of users is 31%. Besides, the proportion of users in the age group of 18-29 (including a significant proportion of students) accounted for 89% (Nguyen, 2017). It is obvious that online social networks have been strongly penetrating to general users and Vietnamese students. Purpose statement The purpose of this research is to study how online social networks influence students’ social learning outcomes in Vietnam. We will explore how to measure online social networks and measure the students’ learning outcomes. Moreover, we will also generate a model and validate the model of the impact of online social networks on the students’ social learning outcomes. Research questions To better understand how online social networks affect students’ social learning outcomes, we sought to answer these question: i. How does online social network engagement influence social acceptance, acculturation, and social learning effectiveness? ii. Does social acceptance affect students’ seft-esteem, satisfaction with university life, and social learning outcomes? iii. Does acculturation affect students’ seft-esteem, satisfaction with university life, and learning outcomes? 954 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand | IC-HUSO 2017 Literature review Online social networks Boyd and Ellison (2010) suggested social network is a form of electronic communication, it is where users could create or share their information, ideas, careers, emotion, etc. with their network via email, online chat groups and electronic personal profiles. Otte and Rousseau (2002) defined social network as a graph in which nodes could be an individual, an organization, and links could be simulations of relationships in real society. Social network is extremely different from blog because blog is merely a service, a type of communication in social network. Social network was set up mainly based on blog, but there is also social network without blog. Social network was constructed on the social network theory which views social relationship in terms of node and tie. Online social networks are platforms people make networks for business, pleasure, and all points in between (Veletsianos and Kimmons, 2013). Online social networks are internet services which allow connections among users having the same hobbies regardless of space and time. Online social networks are special form of virtual society with two main components: the users and the links between the users. Social learning outcomes Social learning outcomes was formed by Albert Bandura’s social learning theory (Bandura, 1977). Bandura (1977) emphasized the importance of observing, modeling the behavior, attitudes and emotions of others. Those factors are likely to affect individual learning results and interactions that make social learning as a learning process. Thus, social learning outcomes are the result of a cognitive process that takes place in a social context and it is expressed through self-esteem, confidence, satisfaction with university life, appreciation from friends, teachers, communication skills or ability to cooperate and connect, and effective learning social. Social acceptance McKittrick (1980) found social acceptance is a trend which human associate good value with others and make better connection among them (as cited in Devine & Lashua, 2002). According to Goffinan (1963), when social acceptance occurs, it means an individual is not discriminated (as cited in Devine, 2004). Davis (1961) claimed that social acceptance is manifested in a very easy way when it creates satisfaction in social interaction between people, on the basis of individual and group’s awareness (as cited in Fine & Asch, 1988). That is an opportunity to make a perfect relationship. The social construction of reality is actually built into a continuous process of interaction, in which people are constantly campaigning for the creation and linking of the message that is to be conveyed by behavior, object, and language (Berger & Luckmann, 1966). When an individual expresses the meaning of the message through these signals and connects it with the |Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 955 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand IC-HUSO 2017 expectations of society, he/she becomes a part of society, he/ she also expresses his/ her social acceptance (Berger and Luckmann, 1966, Douglas, 1970). Acculturation From an individual perspective, acculturation can be defined as a process by which individuals can adapt to environmental change (Berry, 1998). The mechanism for the development of theory and cognitive research has clarified what happens to each individual when they study and live in a whole new environment, and then try to adapt to that environment (Berry, 1998). This led to the development of research models related to acculturation and the measurement of that model over the years. In our research, for students, acculturation refers to the students’ understanding of the culture, the rules and goals of the university, and the individuals’ changes in psychology, physiology, post-access behavior to adapt to a new culture as well as a new environment at the university. Online social networks influencing students’ social learning outcomes Cho, Gay, Davidson, and Ingraffea (2007) considered online social networks as a vital factor which make students’ learning environment distributed. Online