Students' perceptions of Facebook for academic purposes

Sánchez, Rocío Arteaga; Cortijo, Virginia; Javed, Umer

doi:10.1016/j.compedu.2013.08.012

Cited by 296 publications

(157 citation statements)

References 62 publications

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“…This mirrors previous work that links social influence and social presence 36 when engaging in collaborative learning and the impetus to involve oneself with a shared interest group online 12,27 ; especially when the instructor is socially present and perceived as caring, people invested in something. 12 This assumes the perspective of formative self-regulation through dialog and feedback when learning socially in an engaging and equitable environment.…”

Section: Discussionsupporting

confidence: 65%

“…Students will willingly engage in social learning if the process has an outcome, is investible, and the stakes are sufficiently high. 27 This echoes previous work on student investment into social media groups that have mutual interests and knowledge. 4,33,34 Despite many benefits to students' learning, this study also echoes the results of previous research, in particular concerns over personal privacy and the awkward contention between private and professional life.…”

Section: Discussionmentioning

confidence: 66%

“…12,25 Modern students are digital natives, 26 so it is important for teachers to consider the formalization of innovative and familiar technologies into curriculum design to capitalize on learners' interest and motivation for this genre of community learning. 27 Considering that learners are naturally turning to social media to support their learning, it is worth exploring if, and how, learners can be supported in their preparation for summative assessment using Facebook as a preparatory platform.…”

Section: Blackboardmentioning

confidence: 99%

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Using Facebook to support learning and exam preparation in a final-year undergraduate pharmacy clinical therapeutics module

Mawdsley

Schafheutle

2015

Currents in Pharmacy Teaching and Learning

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Background: A Facebook page was created to engage United Kingdom (UK) Master of Pharmacy (MPharm) students in learning and exam preparation. Aims: The aim of this study was to gauge student opinion on this method of teaching using social media. Method: Facebook usage data were analyzed using simple frequencies. A survey was administered to all final-year MPharm students (n ¼ 171). Results: The page received 142 "likes" indicating active followers. Total "engagement" peaked at 369 page clicks; peak weekly "reach" totaled 2391 page views; and peak "hit" rate was 9234 interactions. In all, 48 students (28%) completed the survey. Overall, 69% found the page very useful, 78% strongly agreed that it benefitted exam performance, 91% valued module leader support, and 86% valued practice multiple-choice questions (MCQs). Peer support was valued highly (71%). Five themes emerged from open comments; revision support, module leader support and communication, assessment and feedback, peer support, and negative feelings towards social media. Conclusion: This evaluation demonstrates that students engage in social media learning, particularly if it is perceived as having a direct benefit to assessment. r 2015 Elsevier Inc. All rights reserved.

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Section: Discussionsupporting

confidence: 65%

Section: Discussionmentioning

confidence: 66%

Section: Blackboardmentioning

confidence: 99%

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Using Facebook to support learning and exam preparation in a final-year undergraduate pharmacy clinical therapeutics module

Mawdsley

Schafheutle

2015

Currents in Pharmacy Teaching and Learning

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“…In 2008, educational uses of SNSs accounted for only 8% to 10% of their total usage (Ajjan & Hartshorne, 2008;Raacke & BondsRaacke, 2008). This percentage has since significantly increased (Sánchez, Cortijo, & Javed, 2014). Due to reasons such as students spending a lot of time on SNSs, not experiencing any problems with their use, and free connections to SNSs, these sites are thought to offer many opportunities for education (Arnold & Paulus, 2010).…”

Section: Introductionmentioning

confidence: 99%

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

Akçayır

2017

AJET

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Social network sites (SNSs) have become a popular technology in recent years and are currently used in educational environments. Although SNSs have attracted much scholarly attention, students' experiences with and expectations about SNS uses in education have not been deeply explored. This study investigates educational uses of SNSs by analysing university students' perceptions, experiences, expectations and concerns. A mixed method approach was used. The participants were 206 Turkish university students aged 18-28. As a quantitative data collection tool, Lim and Richardson's (2016) social networking use survey was employed. To better understand the students' perceptions, expectations and concerns about using SNSs for educational purposes, face-to-face semi-structured interviews were conducted with 58 participants. The results of the study reveal that the students actively used SNSs for different purposes. The participants also exhibited positive perceptions of SNS use for educational purposes. Among the biggest expectations is that instructors would share materials using SNSs. When the students' general expectations were examined, notably different results were obtained. The greatest concern of the students was that their personal posts could be seen by their instructors.

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“…While social media usage has been prevalent among higher education students for a decade, only in recent years has its viability as a learning medium been considered by a growing number of educators (Arteaga Sánchez, Cortijo, and Javed 2014;Czerniewicz and Brown 2013;Junco, Elavsky, and Heiberger 2013;Reed 2013;Sugimoto et al 2015;Tess 2013;Timmis 2012;Waycott et al 2013). Selwyn (2010) noted three factors that tend to motivate the use of social media in higher education: recognition of students as connected, creative and networked individuals; the changing relationship between learners and knowledge, that is, construction versus consumption; and the rise of informal, user-driven learning.…”

mentioning

confidence: 99%

Nurturing global collaboration and networked learning in higher education

Cronin

Cochrane

Gordon

2016

Research in Learning Technology

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We consider the principles of communities of practice (CoP) and networked learning in higher education, illustrated with a case study. iCollab has grown from an international community of practice connecting students and lecturers in seven modules across seven higher education institutions in six countries, to a global network supporting the exploration and evaluation of mobile web tools to engage in participatory curriculum development and supporting students in developing international collaboration and cooperation skills. This article explores the interplay of collaboration and cooperation, CoP and networked learning; describes how this interplay has operated in iCollab; and highlights opportunities and challenges of learning, teaching and interacting with students in networked publics in higher education.

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Students' perceptions of Facebook for academic purposes

Cited by 296 publications

References 62 publications

Using Facebook to support learning and exam preparation in a final-year undergraduate pharmacy clinical therapeutics module

Using Facebook to support learning and exam preparation in a final-year undergraduate pharmacy clinical therapeutics module

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

Nurturing global collaboration and networked learning in higher education

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