Facebook Versus Moodle in Practice

Petrović, Nataša; Jeremić, Veljko; Ćirović, Marko; Radojičić, Zoran; Milenkovic, Nemanja

doi:10.1080/08923647.2014.896581

Cited by 33 publications

(22 citation statements)

References 8 publications

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“…OPBCL was developed by integrating LMS with the Facebook function to facilitate collaborative learning environment. This finding is supported by studies conducted by Petrovica et al (2014), Thoms and Eryilmaz (2014), Iahad and Rahim (2012) where integration of LMS with SNSs functions can increase the quality of online learning.…”

Section: Resultssupporting

confidence: 75%

Enhanced student soft skills through integrated online project based collaborative learning

Razali

Noor

Ahmad

et al. 2017

Int. j. adv. appl. sci

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Section: Resultssupporting

confidence: 75%

Enhanced student soft skills through integrated online project based collaborative learning

Razali

Noor

Ahmad

et al. 2017

Int. j. adv. appl. sci

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“…Since Facebook is a typical social network, it does not have any educational purpose and therefore diverts students' attention from learning, whereas MP, originally created to be a VLE, offers utility programs and additional contents. Moreover, Facebook has been considered to be unsafe by some students, because it can make their academic performance public and expose their social life to teachers (Petrovic et al 2014).…”

Section: Resultsmentioning

confidence: 99%

Integrative seminar: A teaching resource?

Roberti¹,

Ferreira²,

Moreira³

et al. 2017

MedEdPublish

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We propose to assess integrative seminar (IS) as a learning tool. In this descriptive quantitative study, 84 out of 107 (78%) first-year medical students from the Universidade Federal de Goiás responded to a self-administered semi-structured questionnaire. The item "Integration with the community" received the highest score (3.3-3.6), demonstrating that IS deepened the relationship between students and the community. The positive assessments of the items "Preparation of a written essay" (3.3-3.5), "IS as a learning resource" (3.2-3.5), "Oral presentation," and "Interpersonal relationships" (3.1-3.4 in both) suggest that teacher guidance and adequate time for preparation enable IS use as a teaching-learning strategy that stimulates communication development and interpersonal relationships. The low scores for the items "Tool Moodle" (2.6-2.7) and "Assessment of preparation and seminar presentation" (2.7-3.0) suggest that the evaluation process and feedback preparation by teachers did not meet students' expectations. IS was well accepted by students. The high score for "Integration with the community" demonstrates the importance of shared learning, because it facilitates problem recognition and feedback to the community. However, the low score for "Tool Moodle" points out that this learning instrument needs adjustments to virtual learning environments based on the community.

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“…Irwin et al (2012) call for comparison studies between traditional LMSs and functions on SNSs such as Facebook to determine optimal platforms for student engagement and learning. In their comparison study of students' attitudes towards Moodle and Facebook as productive teaching platforms, Petrovic, Jeremic, Cirovic, Radojicic, and Milenkovic (2014) conclude that students prefer Moodle for study-related purposes and Facebook for its capacity to seek and provide peer-to-peer feedback. They suggest that students may feel more comfortable with Facebook than Moodle due to their familiarity with it.…”

Section: Discussionmentioning

confidence: 99%

University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university

Sadowski

Pediaditis

Townsend

2016

AJET

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Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration -both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.

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Facebook Versus Moodle in Practice

Cited by 33 publications

References 8 publications

Enhanced student soft skills through integrated online project based collaborative learning

Enhanced student soft skills through integrated online project based collaborative learning

Integrative seminar: A teaching resource?

University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university

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