The ‘Facebook' Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking

Hurt, Nicole E.; Moss, Gregory S.; Bradley, Christen L.; Larson, Lincoln R.; Lovelace, Matthew D.; Prevost, Luanna B.; Riley, Nancy E.; Domizi, Denise P.; Camus, Melinda S.

doi:10.20429/ijsotl.2012.060210

Cited by 96 publications

(82 citation statements)

References 43 publications

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“…Facebook can be viewed as useful educational tool and its usage has many advantages. Hurt, Moss, Larson, and Lovelace (2012) compared students perception, attitudes, and educational outcomes using Facebook and conventional LMS, and showed that student group using Facebook reported better educational outcomes than the LMS group (Hurt et al, 2012). On the other hand, other authors found there was no relation between Facebook use and student success in learning (Pasek, More, & Hargittai, 2009), that there are no differences in GPA between students who did and did not use Facebook (Kolek & Saunders, 2008), and that even Facebook users can report a lower grade point average (GPA) (Kirschner & Karpinski, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Integrating Social Learning Environment with Online Learning

Raspopović

Cvetanović

Medan

et al. 2017

IRRODL

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The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional learning, management systems, and Facebook. With SLE, a learner is exposed to instructional learning material, problem-based, project-based, and social learning. This work focuses on presenting and analyzing effectiveness of implemented teaching and learning scenarios that are used by means of SLE. This study investigates the use of SLE as a learning environment and it examines student satisfaction and online activity while using it. The aim is to evaluate the overall effectiveness of integrating SLE with online learning and to determine how using SLE effects student learning. This analysis points out the advantages and disadvantages of using SLE in online learning and provides recommendations for future improvements.

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Section: Introductionmentioning

confidence: 99%

The Effects of Integrating Social Learning Environment with Online Learning

Raspopović

Cvetanović

Medan

et al. 2017

IRRODL

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show abstract

“…Advantages of social networks use for students include enhancing learning motivation, improving collaboration among students, and provision of personalized courses 7,11 . Further, facebook have substituted learning and course management systems (LCMS) discussion boards 12 . Drawbacks of social networks comprise gastric pain, sleeping disorders, anxiety, depression and most importantly addiction to these networks which can affect daily activities 6 .…”

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confidence: 99%

The influence of social networks on the grades of medical students at University of Babylon, Iraq

Alahmar¹

2017

J Med Allied Sci

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“…A number of respondents indicated they could identify with Facebook and other social media as study platform opportunities they currently utilise or would perceive as useful. Indeed, Facebook has been shown to enhance learning in a number of different disciplines in which it has been integrated to fulfil both social and educational needs [26,48,49]. According to Manca and Ranieri [50] from 2012 to 2015, Facebook still posed cultural issues for curriculum inclusion although pedagogical advantages are evident.…”

Section: Opportunities To Embed Social Media Into Curriculummentioning

confidence: 99%

Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016

2017

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Social media has become ubiquitous to modern life. Consequently, embedding digital professionalism into undergraduate health profession courses is now imperative and augmenting learning and teaching with mobile technology and social media on and off campus is a current curriculum focus. The aim of this study was to explore whether patterns of social media use for personal or informal learning by undergraduate health profession students enrolled at an Australian university across four campuses has changed over time. A previously validated online survey was administered in 2013 to a cohort of health profession students as part of an Australian survey. In 2016, the same survey was distributed to a later cohort of health profession students. Three open-ended questions to elicit descriptive information regarding the use of social media for study purposes were added to the later survey. A comparative analysis of both cohorts was undertaken and social media acceptance and penetration was shown to increase. Health profession students are now more interactive users of Facebook and Twitter, and they have become more familiar with career development sites, such as LinkedIn. The maturation of social media platforms within a three-year period has created realistic opportunities to integrate social media for personal and study purposes into the health profession education curriculum to ensure student understanding of the necessity for maintaining digital professionalism in the workplace.

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The ‘Facebook' Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking

Cited by 96 publications

References 43 publications

The Effects of Integrating Social Learning Environment with Online Learning

The Effects of Integrating Social Learning Environment with Online Learning

The influence of social networks on the grades of medical students at University of Babylon, Iraq

Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016

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