Exploring the pedagogical landscape of mobile social network-supported microlearning in higher education: a community of inquiry perspective

Abstract

Purpose This scoping review maps mobile social network–supported microlearning (MSNSM) in higher education, identifying research trends and applications and how MSNSM enhances cognitive, social and teaching presence within the community of inquiry (CoI) framework. Design/methodology/approach Following Arksey and O'Malley's framework, 787 records from Web of Science and Scopus were screened, yielding 16 empirical studies (2010–2024). Data were analyzed using bibliometric mapping, content analysis and the CoI framework. Findings Three trends emerged: (1) increasing use of mixed-methods, (2) reliance on platforms (YouTube, TikTok, Twitter, Instagram and WhatsApp) and (3) broad disciplinary reach. Cognitive and social presences were strongly supported, with improvements in performance, engagement and motivation. Teaching presence remained limited, often manifesting as instructor “micro-celebrity” rather than structured design. Research limitations/implications The review includes only SSCI/SCI-EXPANDED/Scopus Q1 English studies, excluding some relevant work. The small corpus reflects the field's emerging status. Future research needs stronger pedagogical grounding for MSNSM and more cross-context, longitudinal studies. Practical implications MSNSM enhances engagement and performance via familiar social media. Educators should use micro-video and interactive content but integrate intentional scaffolding and clear objectives, avoiding personality-driven practices. Social implications MSNSM fosters supportive learning communities through connection and collaborative sharing in informal digital spaces, reducing participation barriers and expanding access to higher education. Originality/value This review synthesizes MSNSM research in higher education through the CoI framework. It highlights an imbalance where cognitive and social presences thrive while teaching presence remains underdeveloped, offering a foundation for theory-informed pedagogical design.