The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

Junco, Reynol

doi:10.1016/j.compedu.2011.08.004

Cited by 901 publications

(644 citation statements)

References 18 publications

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“…Therefore, social networks represent a good candidate to be used as an additional source for learning. Studies have shown that students spend a significant amount of time on social networks, checking and engaging in a variety of activities (Junco, 2012a). Nevertheless, even though social networks have been promoted as one of the ways to increase the interaction and communication between students (McLoughlin & Lee, 2010), it is necessary to accompany the usage of social networks in learning along with appropriate pedagogical methods.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Integrating Social Learning Environment with Online Learning

Raspopović

Cvetanović

Medan

et al. 2017

IRRODL

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The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional learning, management systems, and Facebook. With SLE, a learner is exposed to instructional learning material, problem-based, project-based, and social learning. This work focuses on presenting and analyzing effectiveness of implemented teaching and learning scenarios that are used by means of SLE. This study investigates the use of SLE as a learning environment and it examines student satisfaction and online activity while using it. The aim is to evaluate the overall effectiveness of integrating SLE with online learning and to determine how using SLE effects student learning. This analysis points out the advantages and disadvantages of using SLE in online learning and provides recommendations for future improvements.

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Section: Introductionmentioning

confidence: 99%

The Effects of Integrating Social Learning Environment with Online Learning

Raspopović

Cvetanović

Medan

et al. 2017

IRRODL

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“…(p. 179). Despite these critical questions, there are initial indications that time spent on Facebook is negatively related to student grades and how Facebook is used is also a stronger predictor of grades (Junco, 2012). …”

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confidence: 99%

Enhancing students’ vocabulary knowledge using the Facebook environment

Kabilan

Zahar²

2016

Indonesian J. Appl. Linguist

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This study investigates the effectiveness of using Facebook in enhancing vocabulary knowledge among Community College students. Thirty-three (33) Community College students are exposed to the use of Facebook as an environment of learning and enhancing their English vocabulary. They are given a pre-test and a post-test and the findings indicate that students perform significantly better in the post-test compared to the pre-test. It appears that Facebook could be considered as a supplementary learning environment or learning platform or a learning tool; with meaningful and engaging activities that require students to collaborate, network and functions as a community of practice, particularly for introverted students with low proficiency levels and have low self-esteem.

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“…Öğrenenlerin karşılaştığı güçlüklere rağmen çalışmaya devam edebilmesinde, gerçekten konu üzerinde yoğunlaşmasının sağlanmasında onların öğrenme ortamlarına yönelik bağlılıklarının artırılması önemli görülmektedir. Öğrenci bağlılığı, öğrencilerde öğrenme çıktılarının oluşturulabilmesinde harcadıkları çaba ve zaman olarak ele alınmaktadır (Carini, Kuh ve Klein, 2006;Kuh, 2009;Junco, Heiberger ve Loken, 2011;Junco, 2012;Krause ve Coates, 2008). Öğrencilerin etkinliklerde gönüllü rol alması (Stoval, 2003), öğrencilerin yüksek not alma, memnuniyetlerini artıran ve azim göstermelerini sağlayan eğitsel etkinliklere bağlılık derecesi (Chen, Gonyea ve Kuh, 2008) öğrenci bağlılığı olarak tanımlanmaktadır.…”

Section: Introductionunclassified

Çevrimiçi Öğrenme Ortamlarında Öğrenci Bağlılık Ölçeği’nin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması

Ergün¹,

Usluel²

2015

Eğitim Teknolojisi Kuram Ve Uygulama

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The aim of this study is to adapt the Student's Engagement Scale into Turkish by examining the results of reliability and validity analyses of the Turkish version. The sample of this study consists of 398 under graduate students. After translation of the items, the first and the second order confirmatory factor analysis were conducted for construct validity, the internal consistency coefficient was calculated. The scale consists of 19 items assigned to three factor: behavioral, cognitive and affective. The results of confirmatory factor analysis were showed good fit. The scale of internal consistency coefficient vary between .61 and .79 and item-total correlation co-efficiencies vary between .265 and .658. Findings indicate that the scale is reliable and valid for use in Turkish.

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The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

Cited by 901 publications

References 18 publications

The Effects of Integrating Social Learning Environment with Online Learning

The Effects of Integrating Social Learning Environment with Online Learning

Enhancing students’ vocabulary knowledge using the Facebook environment

Çevrimiçi Öğrenme Ortamlarında Öğrenci Bağlılık Ölçeği’nin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması

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