Using Facebook as Social Learning Environment

Doğan, Dilek; Gülbahar, Yasemin

doi:10.15388/infedu.2018.11

Cited by 12 publications

(7 citation statements)

References 26 publications

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“…Other researchers focused on how specific BT tools impacted teachers’ perceptions of BT. Doğan and Gülbahar ( 2018 ) investigated uses and perceptions of social media for BT. Donne ( 2012 ) took a similar approach to wikis.…”

Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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Despite evidence concerning the widespread growth of K-12 blended teaching and the impact that emergency remote teaching during the COVID-19 pandemic has had on the spread of K-12 online and blended teaching, we could find no systematic reviews focused on preparing K-12 teachers for blended teaching. Previous literature reviews, such as those from Halverson et al. ( 2012 ) and Drysdale et al. ( 2013 ), have noted the lack of research focused on K-12 blended teaching contexts. This systematic mapping review (Grant & Booth, 2009 ) of 88 K-12 blended teacher preparation articles focused on identifying trends in author impact according to citation count and number of publications, journal impact according to number of publications, prevalence of research methods, and prevalence of research themes according to research questions and findings. The analysis provides a valuable snapshot of current literature, sets a foundation for a deeper thematic analysis of K-12 blended teacher preparation literature, and identifies some potential areas for future K-12 blended teaching research.

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Section: Resultsmentioning

confidence: 99%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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“…One acknowledged web 2.0 tool used in education is social network sites (SNSs). In general, SNSs provide users to create a profile in the platform, communicate, and share information with other people easily (Basak & Calisir, 2015; Doğan & Gülbahar, 2018). With these potentials, SNSs enable new forms of learning through collaboration and social learning and thus are regarded to have positive contributions to the educational outcomes (Arteaga Sánchez, Cortijo, & Javed, 2019; Cao, Ajjan, & Hong, 2013).…”

Section: Introductionmentioning

confidence: 99%

Understanding university students’ behavioral intention to use Edmodo through the lens of an extended technology acceptance model

Ünal¹,

Uzun²

2020

Brit J Educational Tech

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Educational social network sites have many uses in the field of education. The present paper aims to determine factors influencing students’ behavioral intention to use a popular educational social network site, Edmodo. Using an extension of the technology acceptance model, we analyzed quantitative responses of 218 university students, registered in an Edmodo supported course. Data were analyzed through partial least squares structural equation modeling. Results highlighted that intention was significantly predicted by its antecedents. More specifically, the attitude was the most important factor, whilst perceived usefulness had a moderate impact on predicting intention. Perceived ease of use predicted perceived usefulness directly and also it influenced intention indirectly through attitude. External antecedents of perceived usefulness and perceived ease of use were all significant. Discussion and implications were drawn based on the results. What is already known about this topic Understanding why users accept or reject a particular information system is a common research area. Technology acceptance model (TAM) is used to explain individuals’ acceptance and adoption of different technologies. Social Networking Sites (SNSs) have been used to enrich learning. However, the adoption of educational SNS studies is limited. What this paper adds This study is one of the first attempts for employing extended TAM that scrutinizes factors influencing university students’ intention to use Edmodo as an educational SNS and a learning management system (LMS) in teaching and learning environments. External antecedents included in the model (subjective norms, output quality, perceptions of external control, perceived enjoyment, technological complexity, and self‐efficacy) significantly predicted university students’ intention to use Edmodo as an educational SNS and LMS. Major factors driving the intention to use Edmodo were attitude and perceived usefulness. Implications for practice and/or policy Considering that the attitude was found to have the strongest influence on the intention to use Edmodo, instructors may attach prominent importance to foster students’ positive attitudes toward Edmodo use. Instructors may design virtual learning environments with collaborative activities on SNS to increase students’ perceived usefulness. Designers and developers of an educational SNS should design interfaces that should be not only less complex but also more enjoyable.

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“…Higher education institutions rely on traditional platforms rather than social media that allow learners to facilitate their learning activities, connections to peers and social networks across time and place, asserted (Doğan and Gülbahar 2018). Such a traditional method still exists at the state institutional level in Madagascar.…”

Section: Realities Impede Fu Academic Activities In the Midst Of Covi...mentioning

confidence: 99%

Impact of the COVID-19 pandemic on the 2020–2021 academic year at Fianarantsoa University: the use of Facebook as a mode to switch to online learning

Zafitsara¹,

Velo²

2022

Research in Learning Technology

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This study analyses the impacts of the COVID-19 on teaching and learning at Fianarantsoa University (FU) in Madagascar. Interview questionnaires with 50 participants were carried out at the university concerned. Results demonstrate that FU took care of its students during the lockdown by introducing various measures to prevent the spread of COVID-19 within the university. Distance learning via Gmail and Facebook, where teachers send course files to the mail group, was only found in certain parts of the colleges. Gmail was implemented to complete unfinished exams to avoid the White year. Controversial arguments were uncovered due to the complete cessation of teaching at the end of the distance exams without introducing alternatives to continue academic activities, though there are still three unfinished academic years. This study recommends the regular use of 'Facebook' as a device to shift to online teaching and learning, mainly if incidents occur that lead to academic disruption, such as the COVID-19 pandemic, national epidemic, natural catastrophe or others. Facebook is the most used platform in Madagascar, with 3.05 million users in early 2022.

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Using Facebook as Social Learning Environment

Cited by 12 publications

References 26 publications

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Understanding university students’ behavioral intention to use Edmodo through the lens of an extended technology acceptance model

Impact of the COVID-19 pandemic on the 2020–2021 academic year at Fianarantsoa University: the use of Facebook as a mode to switch to online learning

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