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Facebook in undergraduate education


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This is a presentation on some of the design features of Facebook Groups that support (or hinder) it as learning management system.

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Facebook in undergraduate education

  1. 1. LENANDLAR SINGH SENIOR LECTURER DEPARTMENT OF COMPUTER SCIENCE UNIVERSITY OF GUYANA Facebook in Undergraduate Education: An Update Moodle MOOC 6 Conference May 05, 2015 @lenandlar
  2. 2. Outline  Context  Related Work  Facebook Group Design  Facebook in Undergraduate Education @ UG  Experiences  Affordances  References
  3. 3. Context: University of Guyana  Recently developed a Moodle Platform!  Lecturers are free explore any tool  A range of technologies are adopted  Social Networking  Yahoo Groups  Blogs – sharing resources, some dialog  Google Sites – sharing resources  Peerwise  Facebook (Most Popular)
  4. 4. Lecturers’ Experiences  Technologies are adopted for both formal and informal learning  Blogs are used to post updates, share resources  Yahoo Groups used to share files and communicate with students  Google sites used to share notes and other resources  Peerwise (used for implementing contributing student pedagogy)  Facebook Groups used to share files, discuss course materials, communicate
  5. 5. Challenges for Lecturers  Inadequate understanding of effective technology integration  Little/no support  No reward – a struggle to remain motivated  Do at your own risk and at the expense of research
  6. 6. Related Work(1)  Facebook can be used a teaching tool but problems with accessing real effect (Boghian, 2013)  Facebook useful for reflecting on learning experiences (Chan et al., 2013)  Facebook was effective a learning environment to support collaborative learning (DeVilliers & Pretorius, 2013)
  7. 7. Related Work(2)  Engineering Students found that FB supported their learning(Al-Atabi & Younis, 2010)  Teaching and Learning using FB is a challenge for teachers and students alike (Gray, Annabel, Kennedy, 2010)  “Social presence is the most important factor that determines students’ usage of Facebook. The features of social presence indeed can also encourage students to collaborate and work together.” (Cheung, Chee & Lee, 2011)
  8. 8. Related Work(3)  McCarthy(2013) identified many ‘positive outcomes’ associated with first year students use of Facebook as a learning tool  Johnston, Chen and Hauman (2013) - Students are more dependent on Facebook than Twitter and noted “changes in usage, attitude and perception of Facebook over time”
  9. 9. Related Work(4) : vs LMS  Schroeder and Greenbowe (2009)  number of posts on Facebook was nearly four times more than on WebCT  postings raised more complex topics  generated more detailed replies  DeSchryver et al (2009) - students assigned to Facebook did not write longer or more frequent postings than the students assigned to Moodle. “A possible reason was that the students did not like having discussions in a separate system—Facebook—as they had been using Moodle in the course” – Wang et al. (2012)
  10. 10. Related Work(5): vs LMS  Wang et al. (2012) – used FB Groups as LMS  announcements  sharing resources  organizing weekly tutorials  conducting online discussions Students satisfied with “affordances” BUT some limitations  File Format Issues  Thread Management  Uncertainty about Privacy
  11. 11. Facebook in Undergraduate Education @ UG  Singh,L., & Gaffar,K. (2010). Using Social Software to Support Computer Science Education - A Case of Using Facebook Groups. Paper presented at the 17th Biennial Conference Caribbean Academy of Science (CAS) Conference, Antigua, November 15, 2010.  Singh, L. (2011). Structured vs Unstructured Use of Facebook in the Classrooms at the University of Guyana. In J. Mair (Eds.), Face the Future: Guyana and the New Media Revolution, (pp. 55-64). Arima Publishers.
  12. 12. Facebook in Undergraduate Education @ UG  Singh, L., Gaffar, K. (2011). Using Social Software to Support Computer Science Education A Case of Using Facebook Groups. e- Journal of the Caribbean Academy of Sciences, 5(1).  Singh, L., & Gaffar, K. (2012). Engaging Computing Students on their Turf - Facebook Groups at Work. Presented at the Connecting Online (CO12) Conference. February 3-5, 2012.
  13. 13. Facebook in Undergraduate Education @ UG  Singh, L. (2013). Guided Assessment or Open Discourse: A Comparative Analysis of Students’ Interactions on Facebook Groups. Turkish Online Journal of Distance Education, 14(1), 35-43.  Singh, L., & Gaffar, K. (2013). On the Formal Use of Facebook in Education in Deutsch, N. (Ed.).(2013). Connecting online for instruction and learning: International perspectives. Charleston: Createspace.
  14. 14. What is known?  Facebook is easy to use  Facebook can support elements of learning and student engagement  Facebook works best for Informal Learning opportunities work  Do not use Facebook like your traditional LMS – It is NOT!
  15. 15. Analysis: Facebook Group Design  Features
  16. 16. Analysis: Facebook Group Design  Enrolment Management
  17. 17. Analysis: Facebook Group Design  File Management
  18. 18. Analysis: Facebook Group Design  File Management
  19. 19. Analysis: Facebook Group Design  Search
  20. 20. Analysis: Facebook Group Design  Discussion Management – Doc
  21. 21. Analysis: Facebook Group Design  Discussion Management – Thread
  22. 22. Analysis: Facebook Group Design  Discussion Management – Thread
  23. 23. Analysis: Facebook Group Design  Other Features  Polling/Asking Questions  Tagging e.g @Lenandlar  Group Chat – not very intuitive  No Threaded Forums – was presented in earlier versions
  24. 24. Facebook Activities in Undergraduate Education @ UG  Groups form the basis for all support activities  Set up for all classes  Students locate group and ask to join  Communication  Notices, updates, etc  Resource sharing  Lecture notes, other reading materials  Discussions  Any topical discussion allowed  Some tutorials – some formal use was explored, Group Chat
  25. 25. Sample Groups
  26. 26. Inside a Facebook Group
  27. 27. File Sharing
  28. 28. Why Facebook/Groups?  Students always on  Students expect some element of social engagement  Quick and easy way to communicate with students, sharing information, post updates, etc  Low overheads – easy to set up, easy to use  Separate from personal Facebook profile (you don’t have to engage outside of groups)
  29. 29. Facebook as LMS?  Facebook Groups support some aspects of Learning Management  Threads/Discussions  File Sharing  Searching  Enrolment Management  Biggest challenge  User Management  Who are legitimate group members?  Locating Content  Finding discussion topics
  30. 30. Affordances  A central space for 24/7 contact among students and between students and lecturers  A space that could help first year students adapt quickly to university life  A way for lecturers/instructors to develop working social relationships with students  A space to model social learning
  31. 31. References  Al-Atabi, M., & Younis, O., (2010). Use of Facebook to support module delivery for undergraduate engineering programmes. Proceedings of the 2010 AaeE Conference, Sydney.  Boghian, I. (2013). Using Facebook in Teaching. In M. Pătruţ, & B. Pătruţ (Eds.) Social Media in Higher Education: Teaching in Web 2.0 (pp. 86-103). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2970-7.ch005  Chan, R.C.H., Lee, C.W.Y. Chan, B., Leung, C.K., & Chu, S.K.W. (2013). The application of blogs and Facebook in scaffolding the internship learning process. Paper presented at the CITE Research Symposium 2013, The University of Hong Kong, Hong Kong.  Cheung, M.K.C., Chiu, P., & Lee, M.K.O.(2011). Online social networks: Why do students use facebook? Computers in Human Behaviour, 27, pp. 1337–1343  Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: Why do students use facebook?. Computers in Human Behavior, 27(4), 1337-1343.
  32. 32. References  DeSchryver, M., Mishra, P., Koehler, M. & Francis, A. (2009). Moodle vs. Facebook: does using Facebook for discussions in an online course enhance perceived social presence and student interaction? In I. Gibson et al. (Ed.), Proceedings of society for information technology & teacher education international conference (pp. 329–336). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).  deVilliers, M.R., & Pretorium, M.C.(2013). Evaluation of a Collaborative Learning Environment on a Facebook Forum. The Electronic Journal Information Systems Evaluation, 16(1), pp. 56-70  Gray, K., Annabell, L., & Kennedy, G. (2010). Medical students' use of Facebook to support learning: Insights from four case studies. Medical teacher, 32(12), 971-976.  Johnston, K., Chen, M., Hauman, M. (2013). Changes in use, Perception and Attitude of First Year Students Towards Facebook and Twitter. Proceedings of the European Conference on Information Management, p. 135  McCarthy, J. (2013). Learning in Facebook: First year tertiary student reflections from 2008 to 2011. Australasian Journal of Educational Technology, 29(3), pp. 337-356  Schroeder, J. & Greenbowe, T. (2009). The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory. Journal of Online Education, 5, 4.  Wang, Q., Woo, H.L., Quek, C.L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology. 43(3). p 428–438