The use of Facebook as a tool to increase the interest of undergraduate students in physiology in an interdisciplinary way

Vargas, Liane da Silva de; Lara, Marcus Vinicius Soares de; Gonçalves, Rithiele; Neves, Ben-Hur Souto das; Mello‐Carpes, Pâmela Billig

doi:10.1152/advan.00015.2014

Cited by 18 publications

(18 citation statements)

References 3 publications

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“…With a specific focus on the pedagogical reasons that motivated the choice of Facebook as an informal tool in a formal learning setting, a number of arguments were reported. One of the most frequent was the possibility of providing subject matter content in an informal way (Basitere & Ivala, ; Birkeland, Danbolt Drange, & Tønnessen, ; Daher, ; da Silva de Vargas et al, ; Gray & Howard, ; Ho, ; Jaffar, ; Krom, ; Lantz‐Andersson, Vigmo, & Bowen, ; Magogwe, Ntereke, & Phetlhe, ; Pektas & Gürel, ; Razak, Saeed, & Ahmad, ; Reinhardt & Ryu, ; Tsovaltzi et al, ; Tsovaltzi et al, ; Yuksel, ). Another one was to enhance transversal skills (Asterhan & Hever, ; Sun & Yang, ).…”

Section: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

“…With reference to Facebook affordances, more than half of the studies ( N = 36, 52.9%) exploited the combination of instructional material with information and knowledge sources produced elsewhere and available through several channels (Alexander & Sapra, ; Arouri, ; Asterhan & Hever, ; Barden, ; Baya'a & Daher, ; Birkeland et al, ; Brewer et al, ; Clements, ; da Silva de Vargas et al, ; Daher, , ; Deng & Tavares, ; Dougherty & Andercheck, ; Dyson et al, ; Ekoç, ; Esteves, ; Gabarre et al, ; Gray & Howard, ; Hall & Maughan, ; Harvey et al, ; Ho, ; Jaffar, ; Kim, ; Kinchin & Bryant, ; Kostka‐Rokosz et al, ; Krom, ; Lantz‐Andersson et al, ; Lieberman, ; Magogwe et al, ; McCarthy, , ; Rashid & Rahman, ; Razak et al, ; Román & Martín, ; Sincar, ; Whittaker et al, ).…”

Section: Informal 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: Informal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 99%

Section: Informal 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

“…At the undergraduate level, they represent a promising new approach ( 4 ), since the students, especially those from younger generations, expect technology to be an integral part of their education ( 16 ). Also, the teaching-learning process has been modified with technological advances ( 6 ), making it necessary to insert methodologies aiming not only at content transmission, but also the interaction and collaboration between students and teachers ( 16 – 18 ).…”

Section: Introductionmentioning

confidence: 99%

Use of Facebook groups as a strategy for continuum involvement of students with physiology after finishing a physiology course

Sosa

Carrazoni

Gonçalves

et al. 2020

Advances in Physiology Education

Self Cite

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“…Facebook has been found to increase collaboration between students and increase the communication between students and lecturers [ 8 - 10 ]. It has also helped increase students’ interest in the subject matter [ 11 ]. Its inclusion in medical curricula has shown a positive impact in the education of medical students [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Facebook as a Learning Tool: Perception of Stroke Unit Nurses in a Tertiary Care Hospital in Islamabad

Siddiqui¹,

Bukhari²,

Shamael³

et al. 2018

Cureus

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ObjectiveTo obtain the perception of nurses on the use of Facebook as a learning tool.Materials & methodsWe conducted a pilot observational study in which data were collected through a detailed course evaluation and feedback survey questionnaire. Twelve stroke care nurses were enrolled in a stroke course specifically designed to provide participants with information and knowledge about stroke unit nursing care. Firstly, a closed Facebook group consisting of the participants and facilitators was created. An activity in accordance with the course content was posted in the group daily. Before the start of the course, a pre-course test was conducted. The four-week course culminated in a graded written examination. Its results were compared with the pre-course test. A detailed feedback questionnaire was given to the participants at the end of the course, which was specifically designed to elicit perceptions of nurses about the use of Facebook as a learning tool.ResultsOf the 12 enrolled nurses, 10 completed the certification and the post-course feedback evaluation. Facebook was used by all participants as a platform to view and study the course contents. The timing of the course activities was rated “very good” by three and ‘good’ by six of 10 participants. However, one of the major issues faced by five participants was problematic internet access. The overall rating of the course was “very good” by five participants, “good” by three, and “satisfactory” by two of 10 participants. The post-course test showed that nine of 10 candidates passed with scores >70% compared to only two candidates getting scores >50% in the pre-course test.ConclusionFacebook use enabled participants to study the material when their schedule permitted them. The online teaching and facilitation were ideal for our full-time stroke unit nurses as reflected by their improved post-course test results.

show abstract

The use of Facebook as a tool to increase the interest of undergraduate students in physiology in an interdisciplinary way

Cited by 18 publications

References 3 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

Use of Facebook groups as a strategy for continuum involvement of students with physiology after finishing a physiology course

Facebook as a Learning Tool: Perception of Stroke Unit Nurses in a Tertiary Care Hospital in Islamabad

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