This study examined the viewpoint of Mathematics Education Lecturers and Students on the impact of Social Networks on Collaborative Learning in Tertiary Institutions in North Central Nigeria. The study had 3 objectives corresponding to 3 research questions and 3 hypotheses. The research design adopted was the descriptive survey. The lecturers of Mathematics Education at the undergraduate levels in North-Central Nigeria comprised the study population. The sample comprised 343 lecturers across Mathematics Education Departments in three universities in North-Central Nigeria. The cluster sampling technique was used to draw the sample from the universities within the North-Central region. The instrument, VMELS, was used for data collection, and it was a questionnaire that comprised 27 items. Cronbach's Alpha was used to establish the reliability of the items, and a coefficient of 0.74 was obtained, having carried out a pilot test on 50 lecturers of other institutions within the study area. Data collected were analysed using percentages, mean rank, median, and the Mann-Whitney U-test. The analysis showed that Mathematics Education lecturers in the Universities used social networks and perceived them positively for interactions with their students for academic purposes and with their peers for leisure, though acknowledging distractions. It was recommended, among others, that universities should promote digital literacy among lecturers to promote collaborative learning and effective collaboration with their students from a distance.

Keywords: Mathematics, Viewpoint, Collaboration, Social Networks.