Advances in teaching and learning on Facebook in higher institutions

Facebook has now become the most popular and extensively used social networking site among students of institutions of higher education. This makes it a widespread tool for communication and exchange of ideas. Notable to that is an active research in determining the utility of Facebook as a complementary tool in teaching and learning. The uses of the social networking sites especially, Facebook has been reported in a wide variety of results with respect to factors, such as students\u27 learning performance, involvement, and acceptance, have been reported in the literature. This paper presents a comprehensive review of recent studies that employ Facebook as a tool for teaching and learning in institutions of higher education. We analyze the use of Facebook as a teaching and learning tool for various courses. Thereafter, its impacts on enhancing student learning outcomes as well as its negative impact on students\u27 performance are evaluated. We also highlight the main limitations of the existing and previous studies. Future research directions for incorporating Facebook into the teaching and learning at institutions of higher education are suggested. This review is helpful to educators who plan to integrate Facebook into their teaching as well as to the researchers for further exploration of Facebook as a tool in teaching and learning

A Review of Social Media Research in Higher English Education

Undoubtedly, social media plays a significant role in many people's lives, studies, and work. There is a positive attitude toward using social media among teachers and students in higher education. The outbreak of COVID-19 has prompted all teachers and students to pay attention to social media and effectively use it to prevent the spread of the virus. The main focus of current research in higher English education is the use of social media tools in different countries worldwide. However, there needs to be a universal teaching tool. The purpose of this article is to provide a comprehensive analysis of the development of social media tools over the past 20 years. Additionally, it describes their role in education and disciplinary learning. Social media has become increasingly popular in education, but its limitations need adequate attention, mainly because they are considered positive

Facebook an Anti-Stereotyping Tool: A Case Study

Facebook, the most popular social media (SM) platform has penetrated every nook and corner of the world. SM is now treated as the ‘fifth Estate’, other than legislative, executive, judiciary, and mainstream media. The power of SM as a critique is widely acknowledged. Establishments are finding it difficult to deal with it at times. Due to its ease of usage and relative anonymity, the general public finds it very convenient to put across their viewpoints, even if it’s against the establishment. Some establishments at times are at loggerheads with champions of freedom of speech including civil rights activists. SM has been used for propaganda, marketing, and awareness campaigns. In this paper, we are proposing to use this powerful tool towards social change. Through a case study, a detailed process is being proposed for using social media particularly Facebook as an anti-stereotyping tool. The response to an online survey, the outcome of opinion min-ing, and the enthusiastic response to our case study by the targeted audience validate our hypothesis that Facebook can be effectively utilized as an anti-stereotyping tool

Impact of Using WhatsApp and Facebook on Learners' Performance in ESP Contexts at Private Yemeni Universities

The present study aimed at exploring the extent to which WhatsApp (WA) and Facebook (FB) are used in ESP (English for Specific Purposes) contexts and their impact on ESP students' learning performance. To achieve this objective, two questionnaires and a semi-structured interview were developed. Due to Covid-19 restrictions, the questionnaires were administered online to a sample of 13 ESP male and female teachers and 406 ESP male and female students from eight Private Yemeni universities in Amanat Al Asimah and from four disciplines: engineering, computing and information technology, business, and medicine. The interviews with the teachers were also conducted via phone due to the restrictions imposed because of Covid-19.While SPSS was used to analyse the quantitative data, thematic analysis was used to analyse the qualitative data. The results of the study revealed that teachers' use and students' use of WA and FB in ESP contexts was moderate. The impact of WA and FB on students' learning performance was moderate from teachers' perspective while it was high from students' perspective. There was also a strong correlation between using WA and FB in ESP contexts and their impact on students' learning performance. The study recommended that universities train their teachers to use these applications and add a requirement course focusing on using technology tools for teaching and learning English language

Facebook and Moodle integration into instructional media design courses: A comparative analysis of students’ learning experiences using the Community of Inquiry (CoI) model

Despite the educational potential of Facebook and Moodle, there are still unanswered questions about their impact on the student learning experience in a well-defined instructional design framework. This study aimed to compare the learning experiences of students who used Moodle (control group) and Facebook (experimental group), in terms of Community of Inquiry presence indicators, i.e., cognitive, teaching, and social presence. Several learning activities for the development of learning environments were carried out by 97 students who were enrolled in instructional media design courses. Findings from quantitative and qualitative analysis indicated that students using either Moodle or Facebook as their learning platform had similar perceptions of teaching and cognitive presence; however, Facebook users had a better social presence in the Community of Inquiry than their Moodle counterparts. Another point worth noting is that the experimental group’s female participants had better teaching presence, cognitive presence, and overall learning experience than their male peers

Kesan gaya pembelajaran VARK dan pendekatan pembelajaran pelajar ke atas pencapaian subjek kimia dan kemahiran insaniah secara kaedah pembelajaran teradun melalui media sosial

The influence of social media, such as Facebook in various fields, including education, is undeniable. However, the previous research found that blended learning methods via social media, especially in science and its suitable pedagogy has not been fully explored. This study aimed to identify the effect of the blended learning method through social media on the achievement in the chemistry subject and the formation of students’ soft skills. Two methods of blended learning through social media have been introduced, namely problem-based learning methods and chemistry consultation slots through Facebook. A combination of qualitative and quantitative methods was used with the involvement of 120 students. The quantitative method used a 2x4 factorial design by involving two independent variables, namely learning approaches (surface and depth) and VARK (Visual, Aural, Read/Write and Kinesthetic) learning styles and two dependent variables (achievement in the chemistry subject and the formation of soft skills). Qualitative methods were executed using focus group interviews and student reflection reports. Two-Way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on their achievement in the chemistry subject is significant. However, the effect of the interaction between VARK learning styles and learning approaches on student achievement is not significant. Meanwhile, for soft skills, the two-way ANOVA test results show that the main effect of VARK learning styles and student learning approaches on the formation of soft skills is not significant. Similarly, the effect of the interaction between VARK learning styles and learning approaches on the formation of soft skills is also insignificant. This research also found no changes in students’ VARK learning styles even after treatment. However, there seems to be a change from a surface learning approach to an in-depth learning approach. Thematic qualitative analysis, on the other hand, showed that students who adopted an in-depth learning approach have the potential to earn better results, especially in chemistry. Based on research findings, it is recommended that blended learning via social media is implemented in the learning process to solidify learning in the 21st century as aspired by the Ministry of Education Malaysia

Образование в цифровую эпоху : монография

Работа посвящена аксиологическим и педагогическим проблемам образования в цифровую эпоху, которые только становятся центром исследований. С появлением понятий «цифровые технологии», признанием значимости перемен, которые претерпевает высшее образование, на первый план выходят не просто особенности цифровых технологий в аудитории, а те ценности и установки, которыми обладают педагоги и студенты в цифровую эпоху. Исследованы мифы о кардинальном изменении высшего образования, поскольку цифровые аборигены не нуждаются в формальном обучении. Показаны некоторые проблемы, которые возникают при использовании цифровых технологий: проблема многозадачности. Раскрыты особенности дискурсивного обучения и культуры участия. Монография адресована студентам, преподавателям и администраторам, которые хотят разобраться в противоречиях в электронном образовании и применяемых в университетах цифровых технологиях

Impacto das práticas de inovação na performance das universidades sob o efeito moderador da restrição de recursos: um survey exploratório da experiência brasileira

This study aims to analyze the impact of innovation practices on the performance of Higher Education Institutions under restrictive resource conditions. In order to do so, the present study was based on Brazilian experience and had a conceptual model composed of independent variables (innovation practices in education), moderators (resource constraints) and dependent variables (metrics to measure HEIs performance). To verify the conceptual model, the research was divided into two stages. In the first one, the study tried to identify, in the light of the specialized literature, the innovation practices used in the HEIs, the main reasons that impede the implementation of the new practices and ways of measuring their performance. In the second part of the study, it was necessary to group the practices found (193) by means of clustering, obtaining a set of 11 groups of practices. Next, a consultation with specialists was carried out to confirm the variables of the conceptual model, as well as to present the main effects (impacts) of the innovation practices on the performance of the HEIs, conditioned to the restriction of resources. 81 specialists with knowledge and experience on the subject researched were selected through technical and scientific criteria. The research instrument used was based on a questionnaire composed of scalar questions (Likert) from 1 (least impact) to 5 (greater impact) and with some open questions. With a focus on reducing subjectivity in the results, statistical techniques were applied to assess the internal reliability of the questionnaire (Cronbach's alpha), comparison of means (Kruskall-wallis and Duncan) and Spearman's correlation for impact analysis investigated. It was identified, when disregarded resource constraints, that the most influential practices in the performance of HEIs are associated with the use of the Internet and mobile devices in the teaching-learning process. However, when under the influence of resource constraints, there was a greater and lesser impact on results, and it was possible to highlight the practice associated with the problem and project approach, with a smaller reduction in performance. It is concluded that this study presented relevant scores and presents significant implications for educators and managers, since it can subsidize decision-making processes linked to the implementation of new practices with the purpose of improving educational performance, especially when considering the lack of resources in HEIs.Este trabalho tem por objetivo analisar o impacto das práticas de inovação na performance das Instituições de Ensino Superior sob condições restritivas de recursos. Para tanto, o presente estudo foi baseado na experiência brasileira e teve lastro em um modelo conceitual composto por variáveis independentes (práticas de inovação na Educação), moderadoras (restrições de recursos) e dependentes (métricas para mensurar a performance das IES). Para verificação do modelo conceitual, dividiu-se a pesquisa em duas etapas. Na primeira, buscouse identificar, à luz da literatura especializada, as práticas de inovação utilizadas nas IES, os principais motivos que impedem a implantação das novas práticas e formas de mensurar seu desempenho. Na segunda parte do estudo, buscou-se agrupar as práticas encontradas (193) por meio de agrupamento em cluster, obtendo-se assim um conjunto de 11 grupos de práticas. Em seguida, realizou-se uma consulta junto a especialistas para confirmar as variáveis do modelo conceitual, bem como apresentar os principais efeitos (impactos) das práticas de inovação na performance das IES, condicionadas a restrição de recursos. Foram selecionados, por meio de critérios técnicos e científicos, 81 especialistas com conhecimento e experiência sobre o tema investigado. O instrumento de pesquisa utilizado baseou-se em um questionário composto por questões do tipo escalar (Likert) de 1 (menor impacto) a 5 (maior impacto) e com algumas questões abertas. Com foco em reduzir a subjetividade nos resultados, foram aplicadas técnicas estatísticas para aferir a confiabilidade interna do questionário (Alfa de Cronbach), comparação das médias (Kruskall-wallis e Duncan) e a correlação de Spearman para análise do impacto investigado. Identificou-se, quando desconsiderada a restrição de recursos, que as práticas mais influentes na performance das IES estão associadas ao uso da Internet e dispositivos móveis no processo de ensino-aprendizagem. Todavia, quando sob influência das restrições de recursos, houve um impacto em maior e menor grau nos resultados, e a prática associada à abordagem baseada em problemas e projetos se destacou, apresentando menor redução em seu desempenho. Conclui-se que este estudo apresentou pontuações relevantes e apresenta implicações significativas para educadores e gestores, pois pode subsidiar em processos decisórios atrelados à implantação de novas práticas com o intuito de melhorar o desempenho educacional, principalmente ao considerar a ausência de recursos nas IES

La relación profesor-estudiante en el uso de sitios web de redes sociales con fines educativos: Una revisión sistemática

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