The Facebook-in-action: Challenging, Harnessing and Enhancing Students Class Assignments and Projects

Saifudin, Adam Mohd; Yacob, Aizan; Saad, Rohaizah

doi:10.13189/ujer.2016.040602

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…Facebook makes it students easier to submit the assignment and the instruction for the next assignment. Similarly, the research of Saifudin et al (2016) showed that students were very aware of Facebook communication and how important it was to prepare and complete class assignments and projects. Furthermore, Facebook supports students' social media competence, understanding of the material, and the lecturer's explanation.…”

Section: Discussionmentioning

confidence: 99%

Social media as an English learning platform during the pandemic

Husna

Mulyati²,

Karim³

et al. 2022

Jeltim

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Online learning is not always about using learning platforms explicitly designed for learning. This study aimed to reveal the students' perception of using one social media as the primary learning platform in an extensive reading subject as one of the language learning strategies. This case study used open-ended questionnaires and semi-structured interviews as the instruments to gather the data. There were 64 students (52 females and 12 males) from three classes and a lecturer, chosen using purposive sampling as the participants. The findings showed that the use of Facebook as one of the social media platforms for online learning was considerably effective and satisfying, and the students' questionnaire results and lecturer interviews revealed that Facebook has easy-to-use features and could be used as communication media. This study suggests that educators were expected to start broadening the use of their social media applications so those can also be used as platforms for their teaching activities in the classroom.

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Section: Discussionmentioning

confidence: 99%

Social media as an English learning platform during the pandemic

Husna

Mulyati²,

Karim³

et al. 2022

Jeltim

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“…Along with Cotton (1996), Maroulis andGomez (2008), andRaywid (1997), the extended and meticulous work of Froment et al (2017) evidenced that SNSs favour a more individualised follow-up, which facilitates a deeper personal knowledge of students and teachers. Likewise, the idea that communication and effective relationships are promoted in a positive way within these environments is highly sustained (Abella & Delgado, 2015;Albayrak & Yildirim, 2015;Amador & Amador, 2014;Aydin, 2012;Bowers-Campbell, 2008;Conole & Culver, 2010;Hernández & Medina, 2015;Irwin, Ball, Desbrow, & Leveritt, 2012;Lee, Lee, & Kim, 2015;Ormart & Navés, 2014;Rezende, van Kruistum, & van Oers, 2016;Rienties & Kinchin, 2014;Roblyer et al, 2010;Saifudin, Yacob, & Saad, 2016;Sobaih, Moustafa, Ghandforoush, & Khan, 2016;J. Wang, 2013;Wodzicki, Schwämmlein, & Moskaliuk, 2012).…”

Section: The Distance and Closeness Of The Teacher-student Relationshipmentioning

confidence: 99%

“…Wang, 2013;Wodzicki, Schwämmlein, & Moskaliuk, 2012). The study by Saifudin et al (2016) showed that the use of Facebook groups for educational purposes strengthened the links and relationship between students and teachers. This approach was particularly relevant to students in the early and late stages of undergraduate studies.…”

Section: The Distance and Closeness Of The Teacher-student Relationshipmentioning

confidence: 99%

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Garrido

Moya

Morancho

2021

J. New Approaches Educ. Res.

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This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.

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“…FB group features allow students to have extra time to learn and give them opportunities to use learning resources outside the classroom (Davidovitch & Belichenko, 2018). The use of FB in the teaching process can improve students' social competence, the effectiveness of their thinking, teamwork, and information technology skills (Alarabiat & Al-Mohammad, 2015;Saifudin et al, 2016;Gersamia & Toradze, 2017).…”

Section: Facebook As An Educational Toolmentioning

confidence: 99%

The Development of Scientific Imagineering Learning Activity through Facebook to Enhance Learners’ Key Competencies

Techakosit

Srisakuna

2019

JPII

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The development of Learners' Key Competencies (LKCs) is one of the goals of the basic education core curriculum that is currently being used in Thailand. Therefore, learning activities that enhance LKCs are essential for all teachers. The objectives of this research were to develop a Scientific Imagineering (SIG) learning activity through Facebook in enhancing LKC development and to study its effectiveness. A research and development method was used in this study. A total of 30 students of grade 11 which selected using purposive sampling participated in the learning activity. A self-assessment of LKCs form was used to investigate the situation in a physics class, before and after participation in the learning activity. The research results showed that SIG learning activity through Facebook consisted of six steps in the form of Imagine, Study, Design, Develop, Present, and Evaluate. The evaluation results by five experts concerning the suitability of this learning activity indicated that it could be used to enhance LKCs and had great potential to be implemented. Comparing the students' self-assessment with regard to LKCs, it was clear that there was a significant overall increase (p<.05). The comparison of students' selfassessment to the LKCs for each component also found that the skills of communication, thinking and learning, problem-solving, and technological application increased significantly (p<.05). The results of this study support the view that SIG learning activity through Facebook could enhance the LKCs of students.

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The Facebook-in-action: Challenging, Harnessing and Enhancing Students Class Assignments and Projects

Cited by 5 publications

References 13 publications

Social media as an English learning platform during the pandemic

Social media as an English learning platform during the pandemic

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

The Development of Scientific Imagineering Learning Activity through Facebook to Enhance Learners’ Key Competencies

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