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Bbc Six points for six posts:facebook

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  • Abstract: Facebook has become a growing interest among communication scholars, especially in the focus of instruction. Literature has demonstrated mixed findings regarding the influence of Facebook on learning outcomes. The current study retroactively observed course-specific Facebook usage of 321 undergraduates at a large Mid-Atlantic University enrolled in a basic mass communication course, looking at how usage (or non-usage) influenced cognitive learning, affect towards the instructor and course, and student support. Results suggest that using a course-related Facebook group significantly enhances cognitive and affective learning outcomes by providing students with a persistent classroom to engage each other as well as course material.
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    • 1. SIX POINTS FOR SIX POSTS:THE USE OF FACEBOOK TOCOMPLIMENT THE MASS LECTURENicholas David Bowman, Ph.D.Meagan Bryand, M.A.Lindsey Carr, B. A.
    • 2. PREMISE• Mass lectures are an historical and integral part of University experience…• …that often leave students disengaged and disenfranchised
    • 3. PREMISE• Common complaints: – Lack of cognitive engagement – Lack of attendance – Lack of P2P connectedness
    • 4. PREMISES• facebook might address these by providing a persistent classroom• a „ready space‟ for engagement and relationships
    • 5. RESEARCH QUESTIONS• How does student membership in a course- related Facebook group affect: – RQ1: students‟ cognitive learning? – RQ2: students‟ class attendance? – RQ3: student-to-student connectedness?
    • 6. METHODSample Facebook Usage• N = 321 students (195 • 46% joined (n = 148) male, 126 female) in an introductory mass media • Avg. of 6.88 posts (SD = course 9.50, skew = 4.09); 1.88• Voluntary enrollment in responses per post supplemental facebook • Heavy positive page skewed, suggesting a• Page started Day 1 to present, all students invited few ‘super-posters’ with many lurkers
    • 7. RESULTS - USAGE Exam Admin Class- Peer Humor Affect Unrelated Instructor Random Review Related Support Links Support Links 61 17 16 15 13 8 27# posts 201 119 1.46 3.41 2.74 .292 .288 .375 1.64Avg # comments 3.60 2.47per post 39 0 3 1 5 8 13# posts initiated by 64 60Instructor .923 0 4.33 0 0 .375 2.92Avg # of 3.66 1.22comments per post 22 17 13 14 8 0 14# posts initiated by 137 59students 2.00 3.41 1.15 4.39 3.75 0 .357Avg # of 3.54 3.71comments per post
    • 8. RESULTS – RQ1• Attendance (assignments) – In-group: (M = 5.23, SD = 1.79) – Out-group: (M = 4.43, SD = 2.07) – t(319) = -3.69, p < .001• No correlation between number of posts and attendance (r = .124, p = .144)
    • 9. RESULTS – RQ2• Cognitive learning – In-group: (M = 78.55%, SD = 8.54) – Out-group: (M = 72.64%, SD = 13.60) – t(319) = -4.71, p < 001.• “No” correlation between number of posts and learning (r = .158, p = .061)
    • 10. LIMITATIONS• Quasi-experimental design does not account for self- selection• Blunt measurement of cognitive learning qua memory recall (exam grades)
    • 11. FOR MORE INFORMATIONPLEASE CONTACT:Nicholas David Bowman, Ph.D.Nicholas.Bowman@mail.wvu.eduonmediatheory.blogspot.com@bowmanspartan