Technology has supported the growth of blended and online education. Successful use of technology to support blended and online learning is based on two theories: technology acceptance and pedagogical presence. From a student perspective, students have acknowledged the positive effect of the internet on their learning. Offering to the students experience in using the social networking technology is important for adoption of social media technologies in that new social media technologies can support collaborative learning in online and blended environments. Large amount of information in social networking has strong effect on the teaching and learning management and classroom research is needed to explore how these new social media technologies help managing information and facilitate students working in team.
Learning management based on the social networking technologies strongly drives the students’ interest in the classroom through blended activities. However, access through the networking system considered as the essential tool has limitations, for example, connection and access points. Teams within a classroom represent the creation of new constrained networks. Depending on the diversity of the underlying student population and how teams are formed, individual student networks may or may not overlap with networks of other students. How the prior networked relationships of team members impact the use of social media technologies as teams develop is unclear. There is great promise as social media technologies, by definition, are collaborative and thus have the potential to support students in their engagement with content, instructors, and their peers. This promise has direct implications on the potential to address the development of team skills through group work in a blended learning environment