Challenges and Opportunities in Using Facebook to Build a Community for Students at a UK University

Pearce, Nick; Learmonth, Sarah

doi:10.1057/978-1-349-94969-4_7

Cited by 4 publications

(1 citation statement)

References 10 publications

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“…Facebook Groups are up-to-date and 'always on', and allow the learner to access what they need just-in-time. They contrast markedly with how students experience the institutional VLE which is generally accessed for specific purposes (Pearce, 2014;Maloney, 2007) and cannot be easily compared to equivalent physical spaces or face-to-face services.…”

Section: Reflecting On Facebook As a Timely Third Spacementioning

confidence: 97%

The situated agency of studio learning and its value for non-studio disciplines

Middleton¹

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This thesis appraises journal articles and book chapters published between 2009 and 2018. The earlier research considers how a range of audio methods can be adapted to the needs of teaching in higher education. At the time, audio brought a new layer of presence and connectivity to the learning space (2009). Further work, using a scenario-based futures analysis method (Ramire et al., 2015), challenged a trend in the literature suggesting the value of educational podcasting was as a medium for conveying the lecturer’s voice (2011). Instead, my research argues that mobile audio-based learning can be facilitative, active and integrated, able to incorporate diverse voices and foster disruptive pedagogies. Reconsidered in 2016, audio is discussed as a disruptive extension to binary conceptions of formal-informal, physical-virtual learning space. A series of chapters (2018) incorporating diverse accounts of academic practice, student experience, and professional services roles, explore the changing nature of higher education learning space. Here, the context is expanded to accommodate diverse forms of digital and social media. The studies examine experiences situated within, across and beyond bounded learning spaces to explore: how they disrupt traditional dependencies on enclosed spaces and models of formal delivery; the emergence of learning networks as disruptive influences that challenge traditional dependencies on learning hierarchies; the disruptive use of personal smart technologies and social media in comparison to institutionally provided learning space and services; and, models of rich, experiential and active learning offering viable and engaging alternatives to content-centred models of teaching. An analysis of the publications demonstrates an emerging digital-social age hybrid studio learning paradigm capable of promoting learning agency as an outcome of co-operative and generative learning. The implications and transferability of this studio learning paradigm for higher education beyond studio disciplines, are discussed in a final paper (2017).

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Section: Reflecting On Facebook As a Timely Third Spacementioning

confidence: 97%

The situated agency of studio learning and its value for non-studio disciplines

Middleton¹

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Adjunct Faculty Onboarding: Is Social Media a Solution?

Wicks

Greenhow

Tyler

2019

Community College Journal of Research and Practice

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A social media adoption framework as pedagogical instruments in higher education classrooms

Hamadi

El-Den

Sriratanaviriyakul

et al. 2020

E-Learning and Digital Media

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Social Media (SM)’s use as pedagogical tools in Higher Education (HE) institutions is gaining robust momentum among researchers from different disciplines. While most universities implemented Learning Management Systems (Blackboard Learn, Moodle, etc.) as essential instruments in their teaching and learning(T&L) methods, the adoption of SM platforms such as Facebook, YouTube, etc., as in-class educational and communication tools is still in its infancy. Despite the numerous available studies on SM’s adoption as T&L instruments in HE, little has been made to develop a standard framework for SM’s integration as effective educational tool in classroom environments. This paper followed a thematic review of 19 relevant studies to analyse and identify common practices and findings on SM’s inclusion as T&L tools in HE. Subsequently, the findings formed the basis in developing a conceptual framework for SM’s integration as pedagogical tools in HE classrooms. This framework introduces SM’s adoption process as a formal educational tool, the development of SM implementation processes, and assists in understanding the influence of SM on education environments. The research outlines major findings in current literature, thereby, providing valuable insights on SM’s use in education, besides forming the basis for future quantitative and qualitative researches in this area of study.

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Challenges and Opportunities in Using Facebook to Build a Community for Students at a UK University

Cited by 4 publications

References 10 publications

The situated agency of studio learning and its value for non-studio disciplines

The situated agency of studio learning and its value for non-studio disciplines

Adjunct Faculty Onboarding: Is Social Media a Solution?

A social media adoption framework as pedagogical instruments in higher education classrooms

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