Facebook as an assisted learning tool in problem-based learning: the Bahrain case

Paliktzoglou, Vasileios; Suhonen, Jarkko

doi:10.1504/ijsmile.2014.059694

Cited by 24 publications

(18 citation statements)

References 25 publications

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“…Some studies argued that Facebook use may serve the purpose of promoting and developing students' digital literacy skills (Prichard, ; Wang, ) or of experimenting with teaching approaches suitable to 21st century educational needs (Paliktzoglou & Suhonen, ). Studies carried out in the STEM (Science, Technology, Engineering and Maths) field indicated that Facebook may provide a suitable place for authentic problem solving (Gregory et al, ; Lin et al, ; Penman & Thalluri, ) and that it allows learners to experiment in a safe environment (Daclan, ).…”

Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

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Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

161

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

“…Paliktzoglou and Suhonen () reported the relevance of cultural difference in the acceptance of Facebook. They pointed out students' sceptical attitude towards the use of Facebook as a teaching tool when it was used to add ‘coolness’ to the course.…”

Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

161

117

View full text Add to dashboard Cite

show abstract

“…Furthermore the results showed that students spent quite a considerable amount of their time as shown by the frequencies of access to these applications. These findings conform to the results of Reuben (n.d.), Paliktzoglou and Suhonen (2014), Pewinternet (2013) which reflects a growing number of Facebook users on comparative basis of year 2012-2013. WhatsApp which has become the most popular tested application as it is distributed among various smart-phone platforms is being widely used by the students because of reasons that include affordability of smartphones, decreasing data costs and improved internet bandwidth, (Schrittwieser, Fr̈uhwirt, Kieseberg, Manuel, Mulazzani, Markus Huber, & Weippl, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…They use the following devices on daily basis: e-readers, tablets, desktop computers, laptops, and cell phones / mobile devices to actively engage in social networking, text messaging, blogging, content sharing, online learning, and much more (Cassidy, Griffin, Manolovitz, Shen, & Turney, 2011). Paliktzoglou and Suhonen (2014) argued that concept behind social media tools were not a new phenomenon as interfaces such as chat rooms, internet forums, message boards, web communities and blogs were being used since the revolution of internet. In social media, people use the web based and mobile applications for social interaction.…”

Section: Social Media In Learningmentioning

confidence: 99%

Social Media in Tertiary Education – Vhembe Further Education Training College Case Study

Mungofa¹,

Peter²

2015

IAFOR J Educ

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Social media technologies are being widely used by students in institutions of higher education and these are transforming their way of learning, social conduct, communication and networking. The intend of this research was conducted to determine value of social media technologies to students in higher education but with a focus that was directed towards students in a vocational training college. A random sample of 105 students from Vhembe Further Education Training College (FET) participated in the study and they were the following departments, Business/Finance, Engineering, Hospitality and Tourism. Analysis of results was executed through application of SPSS statistical package. Findings show that social media technology has infused a new culture of learning among students. In addition, social media applications which are being widely used by students for learning activities that include studying, access of education content, and social communication are: Facebook, WhatsApp, Twitter and YouTube.

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“…For example, Luanrattana et al (2010) evaluated the possibility of using individual mobile technology in the various stages of the PBL in a medical course at Wollongon University, Australia. In another example, Paliktzoglou and Suhonen (2014) evaluated the potential of social media as a supporting tool in the PBL process for an E-Marketing undergraduate course at Bahrain Polytechnic Institute in Bahrain.…”

Section: During the Processmentioning

confidence: 99%

PBL method in the formative process in postgraduate courses

Castañeda-Ayarza

Benedicto

Ferreira

et al. 2019

Int J Innov Educ Res

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Several teaching and learning methods, alternative to the traditional method of content transmission and reception, are being proposed and discussed by researchers, aiming to improve the professionals' formation. One of the methods being applied in various educational areas and at different levels of education is the Problem Based Learning (PBL). However, there is still not much evidence about the advantages and disadvantages of applying this method in the formative process of students in postgraduate courses. Consequently, the objective of this work is to evaluate the perception of postgraduate students of a Stricto Sensu course after experiencing the PBL method in their formative disciplines. Through the application of a questionnaire, the perceptions of students who used the PBL method and the traditional teaching method, respectively, were collected in two disciplines of the Interdisciplinary Master's Degree in Sustainability, from a private university in the state of São Paulo - Brazil. The results show the feeling at the beginning and during the learning process using PBL; the perception of the PBL when compared with the traditional teaching method; and the perception of specific skills developed with the PBL. Finally, it can be said that PBL is a teaching method with broad potential in the learning process of a postgraduate course, both for the possibility of building knowledge autonomously, and for the development of specific competences and skills related to postgraduate study and research activities.

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Facebook as an assisted learning tool in problem-based learning: the Bahrain case

Cited by 24 publications

References 25 publications

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Social Media in Tertiary Education – Vhembe Further Education Training College Case Study

PBL method in the formative process in postgraduate courses

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