Teachers and Facebook: using online groups to improve students’ communication and engagement in education

Cunha, Fernando Rezende da; Kruistum, Claudia van; Oers, Bert van

doi:10.1080/17404622.2016.1219039

Cited by 46 publications

(37 citation statements)

References 14 publications

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“…The analysis is based on categories of description and argumentation (Liberali, 2013) from a critical collaborative research perspective (Magalhães, 2016), which contributes to the scrutiny of different voices and activities in the respective school and community. The voice interconnection (Liberali, 2013) as well as responsibility and responsiveness (Bakhtin, 1952;Cunha, van Kruistum &, van Oers, 2016;Fuga, 2009) are identified by the different use of pronouns throughout the discourse. Such interconnection enables the identification of how participants position themselves and others in the discourse, understood in this study as manifestations of collaborative agency.…”

Section: Methods and Datamentioning

confidence: 99%

Collaborative Agency in Educational Management: A Joint Object for School and Community Transformation

Lemos

2017

Rev. adm. empres.

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This research paper discusses activities developed in a school located in a favela in the city of São Paulo, Brazil, and its surrounding community to deal with the issue of flooding. First, I present a review of the literature on educational management suggesting an expansive learning perspective, then I introduce the notion of collaborative agency as theoretical background. Methodologically, this study focuses on critical collaborative research and formative intervention, which implies different subjects taking part and negotiating decisions to be made during the research beyond school settings. The analysis is based on categories of description and argumentation, which contribute to the scrutiny of different voices and activities in the respective school and community. Thus, I discuss how collaborative agency contributes to the transformation of the given context: first, how the community becomes involved in the activities of the school, and second, how the school is involved in the activities of the community to overcome the problem of flooding. KEYWORDS | Collaborative agency, educational management, school-community transformation, critical collaborative research, formative interventions. RESUMO

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Section: Methods and Datamentioning

confidence: 99%

Collaborative Agency in Educational Management: A Joint Object for School and Community Transformation

Lemos

2017

Rev. adm. empres.

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“…Astin encontró que la cantidad de tiempo que los estudiantes dedican al diálogo con el docente fuera de clase está correlacionado positivamente con su satisfacción con relación a la calidad de la instrucción, e incluso, con su rendimiento académico (Astin, 1993). En este sentido, los entornos de comunicación virtual constituyen, hoy en día, una herramienta a considerar en cuanto a aprendizaje informal y relaciones sociales se trata (Junco, 2012) (Gordon, 2014) (Cunha et al, 2016).…”

Section: Introductionunclassified

“…Múltiples estudios se han enfocado en las posibilidades del uso de Facebook como herramienta de aprendizaje informal a través de los "Grupos Facebook" (Tsovaltzi et al, 2016) (Gómez et al, 2012) (Puhl et al, 2015) (Chun & Sheng, 2015) (Cunha et al, 2016). Sin embargo, múltiples autores aluden las dificultades de utilizar una herramienta que no fue concebida con fines educativos en el entorno académico (Kirschner & Karpinski, 2010) (Junco, 2012) (Yunus & Salehi, 2012) (Kirschner, 2015).…”

Section: Introductionunclassified

“…En un trabajo previo, a partir de las ventajas del uso de los grupos Facebook señaladas por algunos autores (Tsovaltzi et al, 2016) (Gómez et al, 2012) (Oklar, 2012) (Junco, 2012) (Yunus & Salehi, 2012) (Pérez & de la Cruz, 2014) (Gordon, 2014) (Puhl et al, 2015) (Michikyan et al, 2015) (Cunha et al, 2016) y las desventajas señaladas por estos mismos autores y por otros (Kirschner & Karpinski, 2010) (Junco, 2011) (Junco, 2012) (Yunus & Salehi, 2012) (Gómez et al, 2012) (Abdulahi et al, 2014) (Kirschner, 2015), construimos un repositorio digital académico como aplicación Facebook que se utiliza actualmente para compartir recursos educativos entre estudiantes de la Universidad Técnica de Ambato.…”

Section: Introductionunclassified

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Herramienta para evaluar cuantitativamente el proceso de formación informal que tiene lugar a través de una aplicación Facebook.

2017

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El estudio del impacto de Facebook en el ámbito educativo ha estado basado, mayoritariamente, en el análisis cualitativo de los resultados de aprendizaje y de motivación de los estudiantes. El presente trabajo toma como punto de partida el uso de la aplicación Facebook Sigma por parte de estudiantes de la Universidad Técnica de Ambato, la que les permite compartir recursos educativos, en lo que constituye un proceso de aprendizaje informal que está teniendo lugar. Nos hemos propuesto construir Gamma, una herramienta para generar estadísticas y gráficos que ilustren el impacto de la red social en este proceso de aprendizaje. En el presente trabajo se presentan los resultados del estudio de cómo aquellos que aprenden de forma informal, valoran el uso de Gamma. Se comprobó que la aplicación 1) sirve de retroalimentación a los usuarios de la comunidad educativa con relación al valor de los recursos educativos y de las acciones sociales que tienen lugar y que 2) permite evaluar cuantitativamente el impacto del uso de Facebook en el proceso de formación informal. Como valor agregado, Gamma garantiza la comunicación entre usuarios adeptos y detractores del uso de Facebook en el ámbito educativo.

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“…However, there is little literature about teachers who are using SNS in other educational levels, such as secondary education, nor about in-service teachers who are also working with SNS, as highlighted by Cunha Jr. et al [8]. Thus, the above mentioned studies do not consider the possibility of collaboration among teachers, in a way that they critically share what they have been doing in relation to the use of those technologies at schools, which for Austin and colleagues is fundamental for engagement with digital collaboration [1].…”

mentioning

confidence: 99%

Collaborating on Facebook: Teachers Exchanging Experiences Through Social Networking Sites

Júnior

Oers

Kontopodis

2016

Cultural-Historical Psychology

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This study explores the use of Facebook for educational purposes, as a collaborative online space for enabling communication among teachers from different schools. The article describes how a group of 43 teachers on Facebook, from various schools in the southeast region of Brazil used a group on Facebook as a collaborative space for communicating among each other. On the group, these teachers shared experiences about the use of digital technologies in their secondary education classes. This study is based on Cultural Historical Activity Theory, considering the group on Facebook as a tool for mediating communication . The objective of this study is to explore why and how teachers collaborated with each other on Facebook, and to study how communication among them evolved in the process. We examined the posts on that group from 2012 to 2014, and two questionnaires responded online by the teachers in June 2012 and in December 2013. Our findings suggest that teachers tend to critically collaborate in smaller groups and that further online communication evolved outside the group of teachers, with the creation of smaller groups on Facebook inside their schools. E ducation is essentially linked with (multi-modal) communication amongst people. In the course of human history, communication has evolved from oral to written, and more recently, to communication with the help of digital tools. While schools tend to follow these cultural developments, they often experience problems with integrating new tools into their practices. It is expected that the recent innovations in human communication with the help of digital tools will follow the same evolutional path into schools. KeywordsWith the popularity of Social Networking Sites (SNS), like Facebook, LinkedIn or Twitter, people are easily connected to each other. The distances between them are reduced and sending or sharing written files, pictures or videos is getting simpler. SNS are also a space to expand the relations people have, like the academic relations teachers have inside schools, to a virtual space where people relate to others who are in completely different contexts [36]. In addition, the Internet is making possible mass-scale applications of knowledge and knowledge sharing, which are applied to transform the educational contexts [3].Facebook is nowadays the largest SNS, with more than 1.23 billion users in the world, and more than 90,000,000 users in Brazil [13]. Because of the large number of users, research on digital media has increased in the last years, and there is an increasing interest on its use at schools, especially in emergent countries like Brazil [35]. There is also a growing interest in the use of Facebook for educational purposes [2; 19].

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Teachers and Facebook: using online groups to improve students’ communication and engagement in education

Cited by 46 publications

References 14 publications

Collaborative Agency in Educational Management: A Joint Object for School and Community Transformation

Collaborative Agency in Educational Management: A Joint Object for School and Community Transformation

Herramienta para evaluar cuantitativamente el proceso de formación informal que tiene lugar a través de una aplicación Facebook.

Collaborating on Facebook: Teachers Exchanging Experiences Through Social Networking Sites

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