The positive effect of social networking, particularly social networking sites (SNSs), on improving the process of learning has been acknowledged by many recent types of research. The relationship between features and characteristics of SNSs and the development of students' social networking was of interest to past researchers. As social networking is primarily perceived as intelligent thought and action in both real and virtual environments, there seems to be a need for a qualitative exploration of the influential factors of students' social networking. The study has been conducted using the case study method to look at the identified factors retrieved from previous research. A semi-structured in-depth interview was used to investigate the viewpoints and experiences of socially proactive and successful students at Iranian universities. Findings explain students' social networking due to three factors categorized as central, causal, and contextual. The personal learning system has a critical position among the various factors affecting students' social networking. Therefore, despite the facilitating role of social networking in promoting the learning process, students' social networking would be useless without utilizing a personal learning system. We can see a dynamic and interactive cycle of learning and social networking in the university context. The research has been founded on critical consideration of previously studied factors affecting social networking that were mainly limited to online technologies according to qualitative exploration. As a result of this research, different learning and social networking levels regarding diverse meaning, function, and complexity were identified.
