Teachers’ use of Facebook and teacher quality: developing a ‘Facebook Effect Scale on Teacher Quality (FESTQ)’ from the perspective of PCK, TPACK, and lifelong learning frameworks

Efendioğlu, Akın

doi:10.1007/s11423-018-9586-x

Cited by 5 publications

(2 citation statements)

References 56 publications

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“…Thus, Facebook may act as a platform that caters for students' needs (Datu et al, 2018). Most importantly, Facebook has the potential for teaching and learnings, as it has structures that allow users to share a large amount of information (Efendioglu, 2018).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

Facebook as a Pedagogical Tool in Fostering Students’ Critical Thinking Skills

et.al¹

2021

TURCOMAT

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This study examineswhether the implementation of Facebook as a pedagogical tool enhances critical thinking skills among final year accounting students who enrolled in financial statement analysis course. A Facebook group was set up and students were encouraged students to use the Facebook group as a platform to discuss and share resources relating to their group project. The critical thinking skills is analysed based on students’ achievement in addressing thegroup project, which is assessed using a rubric for critical thinking skills. The study finds that the use of the Facebook group fosters critical thinking skills among students with the Facebook group (the experimental group) as compared to students without the Facebook group (the control group). These findings are noteworthy since final year accounting students are struggling with critical thinking skills, yet it is an essential skill for accounting professionals. The results of this study is hoped to encourage educators in the digital age to make use of social media as a technology-enhanced learning environment for the benefits of students.

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Section: Critical Thinking Skillsmentioning

confidence: 99%

Facebook as a Pedagogical Tool in Fostering Students’ Critical Thinking Skills

et.al¹

2021

TURCOMAT

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“…In sampling, stratified sampling method was preferred according to faculty and title. The data needed in this study were obtained through the FESTQ (Facebook Effect Scale on Teacher Quality) scale developed by Efendioglu (2018). The scale is a tool that measures the effect of teachers' social media experiences on Facebook on their professional (individual and professional) qualifications.…”

Section: Universe and Samplementioning

confidence: 99%

The Reflections of Lecturers’ Habits of Using ‘Facebook’ to Their Teaching Performances

Topal¹,

Aşçı²

2021

IOJES

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The social media is one of the most important tools that lecturers have used in recent years to supplement their courses with different technological innovations. The reason for such a desire might be that the medium created by the social media is relatively more flexible than other systems and that the social media reaches numerous audiences with a higher number of users. The aim of this study is to investigate the effects of university lecturers' habit of using 'Facebook' on their teaching performances. The sample of this research, which is designed based on quantitative research methods, is made up of 112 members selected from among 178 university lecturers with stratified sampling method, who were employed in the academic year of 2018 and 2019 at Giresun University the Faculty of Education, Faculty of Economics and Administrative Sciences and the Faculty of Arts and Science. The data of the study were obtained through the FESTQ (Facebook Effect Scale on Teacher Quality) scale developed by Efendioglu (2018). Minimum, maximum, arithmetic mean and standard deviation values were used in the descriptive statistics of the data obtained. Mann Whitney U analysis and Krusskal Wallis analysis were used because the data did not show a normal distribution. The results obtained revealed that the effect of lecturers' habit of using 'Facebook' on their teaching performances did not show a significant difference in terms of gender, title, seniority and the faculties where lecturers are employed.

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