Investigating Ways to Use Facebook at the University Level: A Delphi Study

Magro, Michael J.; Sharp, Jason H.; Ryan, Katie A.; Ryan, Sherry

doi:10.28945/1812

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…Second, social networking sites will provide much greater support for multimedia formats than traditional learning management system. Third, through the creation of personal profiles, students can potentially identify others with similar interests, leading to collaborative learning opportunities (Magro et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…In spite of the universal nature of Facebook, some have reported that it is used primarily for social and daily activities but rarely used by university students for educational purposes (Akyıldı and Argan, ; Magro et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Concurrently, research on implementation of Facebook, in particular, as a learning tool in medical education is not enough explored (Magro et al, ). One study examined how effectively medical students are using Facebook study groups and found that one in four students had used Facebook for educational reasons (Gray et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the use of a facebook page in anatomy education

Jaffar

2013

Anatomical Sciences Ed

105

127

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Facebook is the most popular social media site visited by university students on a daily basis. Consequently, Facebook is the logical place to start with for integrating social media technologies into education. This study explores how a faculty-administered Facebook Page can be used to supplement anatomy education beyond the traditional classroom. Observations were made on students' perceptions and effectiveness of using the Page, potential benefits and challenges of such use, and which Insights metrics best reflect user's engagement. The Human Anatomy Education Page was launched on Facebook and incorporated into anatomy resources for 157 medical students during two academic years. Students' use of Facebook and their perceptions of the Page were surveyed. Facebook's "Insights" tool was also used to evaluate Page performance during a period of 600 days. The majority of in-class students had a Facebook account which they adopted in education. Most students perceived Human Anatomy Education Page as effective in contributing to learning and favored "self-assessment" posts. The majority of students agreed that Facebook could be a suitable learning environment. The "Insights" tool revealed globally distributed fans with considerable Page interactions. The use of a faculty-administered Facebook Page provided a venue to enhance classroom teaching without intruding into students' social life. A wider educational use of Facebook should be adopted not only because students are embracing its use, but for its inherent potentials in boosting learning. The "Insights" metrics analyzed in this study might be helpful when establishing and evaluating the performance of education-oriented Facebook Pages.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the use of a facebook page in anatomy education

Jaffar

2013

Anatomical Sciences Ed

105

127

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“…Students studying the subject are typically quite young, with an average age in our study sample 19.60 years, often completing the subject in their first year of study. This provides insights into recently commencing and continuing students' SNS use, who are very much immersed in a world of social networking (Hew, 2011;Kaya & Bicen, 2016;Magro, Sharp, Ryan, & Ryan, 2013).…”

Section: Contextmentioning

confidence: 99%

How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance?

Wakefield

Frawley

2020

Computers & Education

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How does students' general academic achievement moderate the implications of social networking on specific levels of learning performance? ABSTRACTThis study examines to what extent the use of social networking sites impacts different levels of learning. In particular, we examine how post-secondary students' general academic achievement, reflected by grade point average scores, moderate these impacts. The impacts of social networking noted in the literature vary considerably, with positive and negative implications on student learning noted. Examining the moderating effects of students' general academic achievement may address the reasons for such inconsistency in impacts observed. To better understand the implications of social networking on student learning, we examine the implications of student time spent in total on Facebook and on different reasons for using Facebook through a series of ordinary least squares (OLS) regressions. The data on students' social networking use is collected via a survey and data retrieved from institution records on student performance. The context of this study is a first year equation and problem solving centric subject, consistent with the subject matter emphasised in business and STEM disciplines. The findings indicate social networking use puts students at risk who are generally lower academic achievers; in particular their performance is lower across the least difficult levels of learning performance with greater Facebook use. In contrast the performance of higher academic achievers is not significantly impacted. The findings highlight the importance of considering students' general academic achievement as a moderator of the relationship between social networking use and learning performance, and also the importance of considering the impact on specific levels of learning.

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