Facebook Applications to Promote Academic Engagement: Student’s Attitudes towards the Use of Facebook as a Learning Tool

Al-Mashaqbeh, Ibtesam Fares

doi:10.5815/ijmecs.2015.11.07

Cited by 11 publications

(10 citation statements)

References 15 publications

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“…However the finding does provide a useful validation; given that the strengths and weaknesses of Blackboard and Facebook are complementary students actually do find using both to be an attractive proposition. However, even when students are lacking in computing and Facebook experience, such as in the study by AlMashaqbeh [30] the acceptance of such tools as support for learning is high.…”

Section: Discussionmentioning

confidence: 99%

Heuristic Evaluation of the use of Blackboard & Facebook Groups in Computing Higher Education

Carmichael¹,

MacEachen²

2017

IJMECS

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Abstract-The features of social media sites make them potentially effective as a learning platform for student communication and collaboration in higher education. Moreover it has become apparent that student Facebook users have been repurposing its features to fit their academic requirements. This study aims to determine if Facebook Groups and the Blackboard Learning Management System (LMS) can enhance the learner experience, and if so, in what way. The study made use of a heuristic evaluation with an educationally relevant criteria set [1]. The results, amongst other things, indicate that Facebook Groups are more useful for peer-to-peer communication than Blackboard, probably due to the notification system in Facebook. Analysis indicated that in some instances the strengths and weaknesses of Blackboard and Facebook were complementary and therefore could, arguably, improve the overall student experience.

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Section: Discussionmentioning

confidence: 99%

Heuristic Evaluation of the use of Blackboard & Facebook Groups in Computing Higher Education

Carmichael¹,

MacEachen²

2017

IJMECS

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“…The assertions of Students C and D support studies that students feel motivated posting their accomplished tasks in the FB Group [27]. FB fostered their positive attitude in learning Research content and confidence.…”

Section: Motivationmentioning

confidence: 56%

“…FB is a useful tool to deliver course materials and support learning. Most respondents felt motivated and enjoyed accomplishing their tasks [27]. However, the students' excitement in the FB environment may lead to attention distraction, if not well-guided.…”

Section: B Impact Of Using Facebook In Teachingmentioning

confidence: 99%

“…Facebook, the most popular social network, with more than 1.8 billion active users [5] has potentials to be an elearning system in teaching Research among adolescents. Facebook is a useful tool to deliver materials, support learning, and develop learning motivation [6], can promote active learning, collaboration and peer communications [7] [8]. With proper planning in the curriculum, FB can be a useful teachinglearning space [9].…”

Section: Introductionmentioning

confidence: 99%

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Social Media to Promote Content Learning, Motivation, and Collaboration in Teaching Research

Vilbar¹

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

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Despite the importance of offering Research courses in the curriculum, there is a dearth of research on how to teach Research methods or courses. This study presents the attitudes and perceptions of the students towards using Facebook (FB) Group in teaching Research. It was conducted for one semester to 75 secondary students at the University of the Philippines High School Cebu, Cebu City, Philippines. Employing descriptive research, this study used the Student Attitudes and Perceptions of Using FB Survey by Pollara & Zhu (2011) which was validated through focus group discussion. Findings show that students "Somewhat agree" that using FB Group in teaching Research developed their content learning, motivation to learn and collaborative skills to achieve research tasks. The instant messaging promotes collaborative learning and direct interaction among co-students and teachers. Despite the distractions in the FB Group environment and the lack of internet connection among the students' homes, the respondents still suggested to continue using FB Groups as an alternative elearning system. They further suggested that teachers must monitor their students' behaviors when using FB during class hours. This study further suggested on conducting a correlation on the impact of using FB Groups on the students' academic performance. Keywords-Social media in teaching; Facebook as elearning system; teaching research methods First Indonesian Communication

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“…Furthermore it has been argued that Facebook may increase the sense of an academic 'community of practice' [13]. In a similar vein Facebook was positively received by students as a means of promoting community [14]. However not all of the findings suggest favourable outcomes from the adoption of Facebook, for example Dyson et al [15] found that it did not increase engagement in traditionally delivered fact to face lectures when it was adopted to support students in preparing for class.…”

Section: Introductionmentioning

confidence: 99%

A Data Analysis of the Academic use of Social Media

Carmichael¹,

Archibald

2019

IJITCS

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The use of Facebook, in higher education, has become common place presumably due to a general belief that the platform can promote information flows between students and with staff as well as increasing a sense of community engagement. This study sets out to examine the academic use of Facebook groups using data analysis in order to determine if there are educational benefits and if Facebook group based learning strategies can be evaluated quickly and relatively easily. The data analysis involved utilising Social Network Analysis (SNA) in examining two Facebook groups; one undergraduate 'course' based group with 135 members and one under-graduate first year 'module' based group with 123 members. The SNA metrics included degree centrality, betweeness centrality, clustering coefficient and eigenvector centrality. The study also involved conducting a survey and interviews drawn from users of the Facebook groups to validate the utility of the SNA metrics. Results from the validation phase of the data analysis suggested that degree centrality is a useful guide to positive attitudes towards information flows, whilst betweenness centrality is useful for detecting a sense of academic community. The validation outcomes also suggest that high clustering coefficient scores were associated with a lower perception of academic community. The analysis of the data sets also found that the 'course' based group had higher scores for degree centrality and betweenness. This suggests that the 'course' based group provided a better experience of information access and a sense of academic community. Follow up interviews with respondents suggested that the 'course' based Facebook group may have had higher scores because it included more real world acquaintances than the 'module' based group.

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Facebook Applications to Promote Academic Engagement: Student’s Attitudes towards the Use of Facebook as a Learning Tool

Cited by 11 publications

References 15 publications

Heuristic Evaluation of the use of Blackboard & Facebook Groups in Computing Higher Education

Heuristic Evaluation of the use of Blackboard & Facebook Groups in Computing Higher Education

Social Media to Promote Content Learning, Motivation, and Collaboration in Teaching Research

A Data Analysis of the Academic use of Social Media

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