Exploring the views of students on the use of Facebook in university teaching and learning

Donlan, Leah

doi:10.1080/0309877x.2012.726973

Cited by 82 publications

(80 citation statements)

References 20 publications

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“…Furthermore, Aydin argued that as interaction takes place in such an informal setting, students will more easily be willing to interact with their teachers otherwise, which can be especially beneficial in situations with less than desirable interaction, and that witnessing teachers being active on Facebook will more easily lead to students daring to participate and interact with said teachers, both on and "off" Facebook. Donlan (2014) has also researched students' views on Facebook-use in higher education. She reported that students in higher education are apt to participating in Facebook environments in relation to learning, not all students are willing to use Facebook in this way and that there is room to research this further, which it can be added can be of great importance given that much previous research seems to point towards an overall student satisfaction with using Facebook in connection to studies somehow.…”

Section: Introductionmentioning

confidence: 99%

An Investigation into Perceptions of Facebook-use in Higher Education

Ellefsen¹

2015

IJHE

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This paper reports the complete process for and findings resulting from an individual-led research project entitled An Investigation into Perceptions of Facebook-use in Higher Education. The aim of the research project was primarily to investigate current perceptions of using Facebook as a means for interaction between students and lecturers at university level. Findings are based on data collected from two sample populations (students and lecturers) using qualitative research methodology. Tentative findings suggest that students in particular find using Facebook for this purpose to be most appealing and would embrace such initiative in the future, whereas lecturers seem split in opinion on the matter, which is in line with previous research on social media use in higher education.Keywords: Social media, Facebook, Higher Education, Student-teacher interaction, Student experience IntroductionIn the current Web 2.0 era, social media (SM) has become immensely popular, especially among younger people, including the student demographic that tend to use SM on a regular and very frequent basis. Facebook is today by far the most widely used SM application among not only people of all ages, but more specifically among students who seem to prefer Facebook over competing platforms as their primary social media, although they rarely remain entirely "Facebook-exclusive" as they also often use other SM platforms (McDermott 2014;Selwyn 2009). Recent statistics detail that Facebook had close to 1.5BN active users in March 2015 (Statista 2015), and research has previously reported that as much as 95% of students have Facebook accounts and use these actively.Given the current status of social media, it is conceivable that universities, or teachers/lecturers at universities would contemplate using social media to communicate or engage with students somehow, especially since it has also been argued that a significant portion of university staff also use Facebook quite regularly and as such are not necessarily foreign to SM platforms. It has however been argued that even though a large number of university staff also use Facebook regularly, students are generally more positive than staff to the idea of using Facebook within a higher education context (Robyler, McDaniel, Webb, Herman and Witty, 2010), but that teachers are becoming increasingly more aware of social media and its inherent possibilities for various applications. Selwyn (2012) argued regarding use of social media in higher education that "… growing numbers of educationalists are beginning to consider the possible significance and likely implications of social media for education practice and provision-especially in terms of higher education." (Selwyn, 2012, p. 2).In light of the fact that social media is indeed something which is most often used for personal activity rather than academic/professional activity by both students and staff at universities, it seems worthwhile to investigate social media use in this context if it is used for other purposes than perso...

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Section: Introductionmentioning

confidence: 99%

An Investigation into Perceptions of Facebook-use in Higher Education

Ellefsen¹

2015

IJHE

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“…αναφ. στο Allen, 2012Donlan, 2012;Van Rooyen, 2015) όσο και στην ελληνική βιβλιογραφία (Δραγογιάννης, Λαλάς & Παπαδοπούλου, 2013· Πετρίδης, 2012), οι έρευνες αφορούν τη χρήση του Facebook ως θεσμικού εργαλείου της τυπικής και ΕξΑΕ, αλλά και ως εργαλείου άτυπης μάθησης (Cain & Policastri, 2011) και σε κάποιες από αυτές εξετάζεται ή διαπιστώνεται η προτίμηση των φοιτητών στο Facebook έναντι των διαδικτυακών εκπαιδευτικών πλατφόρμων (Deng & Tavares, 2013;DiVall & Kirwin, 2012;Schroeder & Greenbowe, 2009, όπ. αναφ στο Manca & Ranieri, 2013.…”

Section: εισαγωγήunclassified

“…Αναφορικά με το study, στους συμμετέχοντες δεν άρεσε, με βάση τα λεγόμενά τους, ο έλεγχος στο περιεχόμενο των αναρτήσεων και η παρακολούθησή τους από τους ακαδημαϊκούς, το οποίο στάθηκε ως αφορμή για να δημιουργηθεί η ΚΟ της ΕΚΠ51 (Donlan, 2012;Rambe & Ng'ambi, 2011;Rutherford, 2013), αλλά και ως ένας χώρος ο οποίος δεν θα επιθυμούσαν να χρησιμοποιηθεί για επικοινωνία με τους καθηγητές τους, θεωρώντας τον ως τον δικό τους χώρο κοινωνικής αλληλεπίδρασης (Donlan, 2012 (Donlan, 2012;Deng & Tavares, 2013;Meishar-Tal et al, 2012;Σωτηριάδου & Παπαδάκης, 2013). Πολύ μεγάλο ρόλο για τη χρήση των ΚΟ φαίνεται να διαδραμάτισε η ευχρηστία του ίδιου του Facebook και εξαιτίας της δημοφιλίας του στους φοιτητές, κάτι που έχει ειπωθεί και σε άλλες έρευνες (Deng & Tavares, 2013;Σωτηριάδου & Παπαδάκης, 2013 …”

Section: λόγοι χρήσης των κλειστών ομάδων του Facebookunclassified

“…Το ότι λέει κάποιος κάτι και το παρουσιάζει στο Facebook αλλιώς». Γενικότερα, οι ανακρίβειες και τα λάθη, η εγκυρότητα των πληροφοριών που διακινούνται στο Facebook, είναι θέματα που απασχολούν τους φοιτητές όταν γίνεται χρήση του για ακαδημαϊκό σκοπό, κάτι που φαίνεται εντόνως στη διεθνή βιβλιογραφία (Çoklar, 2012;Donlan, 2012;Selwyn, 2009;Villiers, 2010). Φαίνεται, ότι στις ΚΟ, αναπτύσσεται μία ΔΠ, στην οποία η διακίνηση του περιεχομένου δεν γίνεται αποδεκτή με άκριτο τρόπο αλλά τα υποκείμενα της έρευνας, χρησιμοποιούν την κριτική τους ικανότητα και μεθόδους ελέγχου αξιοπιστίας και εγκυρότητας των αναρτήσεων για να αξιολογήσουν το περιεχόμενο και να οδηγηθούν στη γνώση.…”

Section: τρόπος λειτουργίας των κλειστών ομάδων στο Facebookunclassified

“…Γενικά, για την ΚΟ της ΕΚΠ51, διαπιστώνεται ότι υπήρχε μερικός έλεγχος των μελών και των αναρτήσεων από την πλευρά των διαχειριστών. Ωστόσο, η χαλαρή περιχάραξη στις ΚΟ και οι «άρρητοι» κανόνες που υπήρχαν σε αυτές, μπορεί να επιφέρει προβλήματα αξιοπιστίας των μελών της, αλλά και εγκυρότητας του περιεχομένου που διακινείται, προβλήματα που έχουν διαπιστωθεί ότι υφίστανται σε τέτοια περιβάλλοντα (Çoklar, 2012;Donlan, 2012;Villiers, 2010). Οι διαχειριστές αντιλαμβάνονται διαφορετικά τον έλεγχο που θα πρέπει να ασκείται στα αιτήματα συμμετοχής στην ομάδα και έχουν διαφορετική προσέγγιση με αποτέλεσμα να μην μπορεί να είναι βέβαιο ποιοι συμμετείχαν στις ομάδες, αν και από όλους θεωρήθηκε ότι αυτές απευθύνονταν μόνο σε φοιτητές.…”

Section: τρόπος λειτουργίας των κλειστών ομάδων στο Facebookunclassified

See 2 more Smart Citations

Μελέτη περίπτωσης των κλειστών ομάδων στο Facebook των μεταπτυχιακών φοιτητών του ΕΑΠ της ακαδημαϊκής χρονιάς 2014-2015.

Μυστακιδου

Κολοκυθα

2017

ICODL

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Currently, students use Facebook to communicate regarding learning related issues, even though, the academic institutions in which they study, offer online tools designed for the same purpose. This research focuses on the use of closed groups on Facebook as informal learning environments in Distance Learning Education (DLE) by students of the Hellenic Open University. It is a qualitative case study utilising twelve semi-structured interviews conducted with students of the "Adult Education" and the "Studies in Education" MA programs for the 2014-2015 academic year. The research questions were concerned: with the reasons for the creation and the mode of operation of the closed groups created on Facebook by the students. The outcomes of the research revealed that the operation of the "study" platform offered by EAP, the students' need for direct interaction and their established habitus from the Greek educational system in relation to the role of the tutor, are stimuli for the creation and use of closed groups on Facebook. These groups motivate students' learning and within them the students move towards self-organisation, they develop rules, which are respected and a new form of public pedagogy is constructed. Keywords: distance education, closed groups, Facebook, social media, Public Pedagogy

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Medical student use of Facebook to support preparation for anatomy assessments

Pickering

Bickerdike

2016

Anatomical Sciences Ed

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The use of Facebook to support students is an emerging area of educational research. This study explored how a Facebook Page could support Year 2 medical (MBChB) students in preparation for summative anatomy assessments and alleviate test anxiety. Overall, Facebook analytics revealed that in total 49 (19.8% of entire cohort) students posted a comment in preparation for either the first (33 students) or second (34) summative anatomy assessments.18 students commented in preparation for both. In total, 155 comments were posted, with 83 for the first and 72 for the second. Of the 83 comments, 45 related to checking anatomical information, 30 were requiring assessment information and 8 wanted general course information. For the second assessment this was 52, 14 and 6, respectively. Student perceptions on usage, and impact on learning and assessment preparation were obtained via a five-point Likert-style questionnaire, with 119 students confirming they accessed the Page.Generally, students believed the Page was an effective way to support their learning, and provided information which supported their preparation with increases in perceived confidence and reductions in anxiety. There was no difference between gender, except for males who appeared to be significantly less likely to ask a question as they may be perceived to lack knowledge (P < 0.05). This study suggests that Facebook can play an important role in supporting students in preparation for anatomy assessments.

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Exploring the views of students on the use of Facebook in university teaching and learning

Cited by 82 publications

References 20 publications

An Investigation into Perceptions of Facebook-use in Higher Education

An Investigation into Perceptions of Facebook-use in Higher Education

Μελέτη περίπτωσης των κλειστών ομάδων στο Facebook των μεταπτυχιακών φοιτητών του ΕΑΠ της ακαδημαϊκής χρονιάς 2014-2015.

Medical student use of Facebook to support preparation for anatomy assessments

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