How Jordanian University Students Perceive the Opportunities and Challenges of Using Facebook as a Supplementary Learning Resource?

Arouri, Yousef

doi:10.3991/ijet.v10i1.4265

Cited by 10 publications

(10 citation statements)

References 20 publications

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“…With reference to Facebook affordances, more than half of the studies ( N = 36, 52.9%) exploited the combination of instructional material with information and knowledge sources produced elsewhere and available through several channels (Alexander & Sapra, ; Arouri, ; Asterhan & Hever, ; Barden, ; Baya'a & Daher, ; Birkeland et al, ; Brewer et al, ; Clements, ; da Silva de Vargas et al, ; Daher, , ; Deng & Tavares, ; Dougherty & Andercheck, ; Dyson et al, ; Ekoç, ; Esteves, ; Gabarre et al, ; Gray & Howard, ; Hall & Maughan, ; Harvey et al, ; Ho, ; Jaffar, ; Kim, ; Kinchin & Bryant, ; Kostka‐Rokosz et al, ; Krom, ; Lantz‐Andersson et al, ; Lieberman, ; Magogwe et al, ; McCarthy, , ; Rashid & Rahman, ; Razak et al, ; Román & Martín, ; Sincar, ; Whittaker et al, ).…”

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

“…Finally, only 13 (19.1%) studies drew on the contribution of out‐of‐the‐classroom learners (Arouri, ; Baya'a & Daher, ; Ekarattanawong et al, ; Hall & Maughan, ), during cross‐country projects (McCarthy, ) or the involvement of practicing professionals and external experts (Brewer et al, ; Demiraslan Çevik et al, ; Gray & Howard, ; Harvey et al, ; Ho, ; Kostka‐Rokosz et al, ; Rashid & Rahman, ; Román & Martín, ).…”

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

See 1 more Smart Citation

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

147

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

147

117

View full text Add to dashboard Cite

show abstract

“…While the blurring of lines between social networking and university learning has been criticized by some students (Donlan, 2014) and teachers (Prescott, Wilson, & Becket, 2013), others believe the inherently social nature of such sites supports learning. Indeed, studies surveying students found that they feel Facebook has the potential to promote collaborative and cooperative learning (Arouri, 2015;Bicen & Cavus, 2011;Roblyer, McDaniel, Webb, Herman, & Witty, 2010). Social learning theories see learning as generated through the observation of others and through direct experiences with others -two modes that Facebook tools afford.…”

Section: Facebook and Social Learning In The University Contextmentioning

confidence: 99%

A dramaturgical perspective of online university student behaviours in a second year psychology class

Gilmore

2020

OLJ

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This study applies dramaturgical sociology, specifically Goffman’s approach to region behaviour, to explore where students spend their time doing class related tasks in spaces other than the LMS. The context for this research is a case study of a second year psychology class at an Australian university. Data was collected about students’ front stage setting (the LMS) and backstage setting (students’ experiences on Facebook). Over a 12-week semester 126 students were observed in the LMS. During the semester, 21 students completed fortnightly questionnaires about where they spent their time and with whom. At the end of the semester, 14 students participated in online interviews. The findings that emerged from the data illustrated how the characteristics of the audience in each setting, as well as the timing of communication and duration of each setting, may have impacted a student’s social learning experience. This knowledge can help online teachers to understand the characteristics of a setting that might determine where students prefer to situate their learning experience. While this paper uses a dramaturgical perspective of online university students in a second year psychology class, the students’ experiences can generally be used to understand how LMS’s, social networking tools, and collaborative technologies support and impede social learning experiences in higher education.

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“…The results of their study reveal that Moodle is a preferable learning as well as assessment tool compared to the other two explored approaches. The benefits of using social networking sites as an additional learning resource is researched by Arouri [10] who explores the students' perceptions before and after the application of dedicated Facebook page during an educational course. The author reveals some of the challenges regarding usage of Facebook as a learning resource such as poor internet access, difficulty in meeting the course requirements and lack of computer skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Social Media Usage Patterns in Higher Education Institutions – An Empirical Study

Aleksandrova

Parusheva

2019

Int. J. Emerg. Technol. Learn.

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The main goal of this research is to identify some notable trends, opportunities and limitations regarding the application of social media in higher education based on studying the way students use social media during their education. The re-search is focused on the impact of social media on the process of learning, creation and distribution of education related content, as well as on education related communication. The target groups of the research are students in University of Economics Varna enrolled in different bachelor and master programs. An association analysis was implemented to identify the most common pat-terns regarding the application of social media in the education process. Statistical methods for testing hypothesis were used to assess the relationship between students’ specialty and derived social media patterns. The findings show that Facebook groups are а preferable social media tool for communication with colleagues, content sharing and distribution, while wikis and university Learning Management Systems (LMSs) are most used for content creation and additional learning. Some social media channels are more preferable for content creation and additional learning compared to scientific databases and e-books. Following the research results a conclusion can be drawn regarding the leading part of the students in initiating the use of social media compared to the relatively smaller role of the academic staff in this process. A medium to small relationships were discovered between students’ specialty and the application of con-tent sharing communities and forums in knowledge process with students in computer science more likely to use these social media types compared to students in economics.

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How Jordanian University Students Perceive the Opportunities and Challenges of Using Facebook as a Supplementary Learning Resource?

Cited by 10 publications

References 20 publications

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

A dramaturgical perspective of online university student behaviours in a second year psychology class

Social Media Usage Patterns in Higher Education Institutions – An Empirical Study

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