![]() ĭatu, J., Yang, W., Valdez, J., & Chu, S. Educational Media International, 53(4), 261–273. ![]() Students’ educational use of Facebook groups. Journal of Effective Teaching, 14(1), 33–50. “Friending” Vygotsky: A social constructivist pedagogy of knowledge building through classroom social media use. Education and Information Technologies, 23(2), 605–616. Social media in higher education: A literature review of Facebook. Advances in teaching and learning on Facebook in higher institutions. M., Gital, A., Herawan, T., & Abawajy, J. Ĭhiroma, H., Shuib, N., Abubakar, A., Zeki, A. Online social networks: Why do students use Facebook? Computers in Human Behavior, 27(4), 1337–1343. Journal of Teaching in Travel & Tourism, 18(4), 332–348. Students’ perceptions of the educational usage of a Facebook group. Open Learning: The Journal of Open, Distance and e-Learning, 31(3), 260–272. The use of Facebook to build a community for distance learning students: A case study from the Open University. Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. īhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. Using Facebook-based e-portfolio in ESL writing classrooms: Impact and challenges. Asian Journal of Social Psychology, 2(1), 21–41. Social cognitive theory: An agentic perspective. Journal of Education and Practice, 6, 160–171. Extending students’ discussions beyond lecture room walls via Facebook. Journal of the Academy of Marketing Science, 16, 74–94. On the evaluation of structural equation models. Educational Technology Research and Development, 60(6), 1093–1106. A review of research on Facebook as an educational environment. Students’ perceptions of Facebook for academic purposes. Structural equation modelling in practice: A review and recommended two-step approach. The International Review of Research in Open and Distributed Learning, 16(4). The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education. Using Facebook groups to support social presence in online learning. Evaluating effectiveness of e-blackboard system using TAM framework: A structural analysis approach. Student Facebook groups as a third space: Between social life and schoolwork. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.Īaen, J., & Dalsgaard, C. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education participants were consulted in three semesters between September 2019 and January 2021. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Universidad Nacional de Educación a Distanciaįacebook groups, distance education, learning management system, university, interaction Abstract
0 Comments
Leave a Reply. |