The purpose of this study is to investigate the determinants of Facebook use among university students in Jordanian universities, and its impact on collaborative learning. The study compares Facebook use between students of social sciences disciplines and students of sciences disciplines. The study used a quantitative research approach. The research instrument used is a questionnaire. The results of the study showed that the relationship between Facebook use and collaborative learning is above average, which means that the more time spent on Facebook, the better academic performance students achieve through collaborative learning. Additionally, the study revealed that Facebook use was posited to affect collaborative learning, though the level of effect varies between social sciences and science disciplines. The study proposes a model that describes the relation between collaborative learning and Facebook use, which bridges a gap in the Arabic context that lacks models showing this type of relationship.
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