Students' engagement with Facebook in a university undergraduate policing unit

Staines, Zoe; Lauchs, Mark

doi:10.14742/ajet.270

Cited by 24 publications

(24 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a similar vein, several authors reported that the use of Facebook as an LMS had the potential to engage students even in out‐of‐class discussion with instructors and to increase student motivation, peer learning and feedback (Albayrak & Yildirim, ; Bariş & Tosun, ; Geyer, ; Karal et al, ; Miron & Ravid, ; Musa et al, ; O'Bannon, Beard, & Britt, ; O'Bannon, Britt, & Beard, ; Omar, Embi, & Yunus, ; Öztürk, ; Rachtam, Kaewkitipong, & Firpo, ; Rubrico & Hashim, ; Shih, ; Shraim, ; Souleles, ; Staines & Lauchs, ; Stankov, Glavinić, & Krpan, ; Varol, ; Vincent & Weber, ; Wang, Leng, & Lee, ).…”

Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 98%

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

158

117

View full text Add to dashboard Cite

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.

show abstract

Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 98%

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

158

117

View full text Add to dashboard Cite

show abstract

“…In 3% of the studies analysed the level of education was not specified. The education sector in which the largest number of studies was identified is at university level (Blair, 2013;McCarthy, 2013;Roblyer, McDaniel, Webb, Herman & Witty., 2010;Sezen, 2012;Staines & Lauchs, 2013;Tiryakioglu & Erzurum, 2011;Veletsianos & Kimmons;, although other studies were found to have been carried out at other levels of education such as secondary albeit in a minority (Doerr-Stevens, Beach & Boeser, 2011;Fardoun, Romero, Alghazzawi & Ramírez, 2012), as well as in other educational settings such as training courses (Ranieri, Manca & Fini, 2012). Other studies did not specify the level of education (Cheung, Chiu & Lee, 2011).…”

Section: Educational Level In Which Research Is Carried Outmentioning

confidence: 99%

Research on SNS and education: The state of the art and its challenges

Hoyos

Salmón

Díaz

2015

AJET

View full text Add to dashboard Cite

This paper presents, for further discussion, a review of the scientific literature produced internationally on the use of Social Network Sites (SNS) in different levels of education and settings. A total of 62 articles published in international scientific journals with peer review have been analysed. The main objective of this paper is to discuss the most recurrent lines of research since the emergence of these tools in education. The level of education in which research is carried out is also analysed, as well as the paradigms and methods used for data collection. The analysis leads to the conclusion that most of the studies analysed have been carried out in higher education, from a quantitative paradigm, focusing on the use of SNS as educational tools. This article shows that research into SNS in education is at an early stage of development, and it demonstrates the need to widen lines of research on SNS in media education to include as yet unexplored dimensions. Corresponding author: Carlos Rodríguez-Hoyos, rodriguezhc@unican.es Australasian Journal of Educational Technology © 2015.Please cite as: Rodríguez-Hoyos, C., Haya, I., Fernández-Díaz, E. (2015). Research on SNS and education: The state of the art and its challenges.

show abstract

“…In the same vein, researchers from the Pew Inter Life Project found that between 67% and 75% of college-aged young adults use social networking sites (Hew, 2011). Recent data, collected by the EDUCAUSE Centre for Applied Research (ECAR) from a sample of 36,950 students from 126 U.S. universities and one Canadian university, showed that 90% of the students use Facebook on a daily basis (Staines & Lauchs, 2013). While there is little research on the consequences of Facebook use by college students, some studies have examined the relationship between Facebook use and psychosocial outcomes.…”

Section: Introductionmentioning

confidence: 99%

Social Media and Classroom Engagement: Students’ Perception

Mahmud

Ramachandiran

Ismail

2016

JMC

View full text Add to dashboard Cite

Over the course of the last 15 years or so, social media have shown many facets-from connecting people on a global-scale, to penetrating aspects of lives which otherwise might have remained private or limited to a small audience. In the realm of education, social media have also begun to infiltrate the academic world by influencing and shaping students' perceptions and influencing learning engagement. With millions of students and teachers simultaneously active on social networks, it is significant to observe how the media could influence student-teacher classroom interactions as well as their online communications. Some studies have documented that teachers who disclosed information about themselves on social media were perceived as more credible by students because they were regarded as more relatable. Moreover, students' stereotyping beliefs and attitudes towards teachers also come into play when formulating perceptions about teachers on social media. For instance, their communications with teachers are often formal and impersonal on social media, as teachers are viewed as authoritative figures. Consequently, students' perceptions towards teachers would have a significant repercussion on their interpersonal relationships, which in turn impacts students' motivation and learning engagement. Thus, this research was conducted to establish preliminary findings whether social media shape students' perceptions and whether these ramifications would result in positive or negative learning engagement. Consequently, the results indicate that students are more susceptible towards teachers who are active on social media because they are perceived as being more akin to a "real person" who can easily be reached for immediate classroom information and instructions. Such accessibilities via social media enable learning processes to be less contrived by just the physical classroom settings.

show abstract

Students' engagement with Facebook in a university undergraduate policing unit

Cited by 24 publications

References 21 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

Research on SNS and education: The state of the art and its challenges

Social Media and Classroom Engagement: Students’ Perception

Contact Info

Product

Resources

About