Using Facebook in Teaching

2013 ◽  
pp. 86-103
Author(s):  
Ioana Boghian
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Information Dissemination ◽  
Common Denominator ◽  
Educational Tool ◽  
Student Centered ◽  
Approach To Teaching ◽  
The Common

Educators have started to turn to social networking sites as they began to recognize the assistance that such sites may provide in information dissemination, creation and cooperation activities, and also in receiving feedback. As promoter of personality, individuality, self-expression, self-assertion, and communication, Facebook responds well to the particularities and requirements of the student-centered approach to teaching and learning. By critically analyzing certain pedagogic approaches to Facebook and by highlighting the common denominator of Facebook and student-centered strategies in terms of didactic benefits, this paper intends to answer the following questions: Can Facebook be regarded and used as an effective and efficient educational tool? If yes, in what way(s)?

User-generated content on the Facebook page of an emergency management agency

2017 ◽  
Vol 41 (4) ◽  
pp. 558-579 ◽  
Author(s):  
Jayan Chirayath Kurian ◽  
Blooma Mohan John
Keyword(s):  
Social Networking ◽  
Emergency Management ◽  
Social Networking Sites ◽  
Disaster Recovery ◽  
Information Dissemination ◽  
Social Networking Site ◽  
User Generated Content ◽  
Content Type ◽  
Management Agency ◽  
Mixed Response

Purpose The purpose of this paper is to explore themes eventuating from the user-generated content posted by users on the Facebook page of an emergency management agency. Design/methodology/approach An information classification framework was used to classify user-generated content posted by users including all of the content posted during a six month period (January to June 2015). The posts were read and analysed thematically to determine the overarching themes evident across the entire collection of user posts. Findings The results of the analysis demonstrate that the key themes that eventuate from the user-generated content posted are “Self-preparedness”, “Emergency signalling solutions”, “Unsurpassable companion”, “Aftermath of an emergency”, and “Gratitude towards emergency management staff”. Major user-generated content identified among these themes are status-update, criticism, recommendation, and request. Research limitations/implications This study contributes to theory on the development of key themes from user-generated content posted by users on a public social networking site. An analysis of user-generated content identified in this study implies that, Facebook is primarily used for information dissemination, coordination and collaboration, and information seeking in the context of emergency management. Users may gain the benefits of identity construction and social provisions, whereas social conflict is a potential detrimental implication. Other user costs include lack of social support by stakeholders, investment in social infrastructure and additional work force required to alleviate the technological, organisational, and social barriers in communication among stakeholders in emergency management. A collective activity system built upon the Activity Theory was used as a lens to describe users’ activity of posting content on the Facebook page of an emergency management agency. Practical implications By analysing the findings, administrators and policy makers of emergency management could identify the extent to which the core principles of disaster recovery are accomplished using public social networking sites. These are achieved in relation to: pre-disaster recovery planning; partnership and inclusiveness; public information messaging; unity of effort; and, psychological recovery to maximise the success of recovery in a disaster. Furthermore, a core principle which evoked a mixed response was timeliness and flexibility. Originality/value Previous studies have examined the role of social networking sites in disastrous situations, but to date there has been very little research into determining themes found in user-generated content posted on the Facebook page of an emergency management agency. Hence, this study addresses the gap in literature by conducting a thematic analysis of user-generated content posted on the Facebook page of the Federal Emergency Management Agency.

Facebook as an Educational Environment for Mathematics Learning

2014 ◽  
pp. 171-190
Author(s):  
Nimer Baya'a ◽  
Wajeeh Daher
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Educational Environment ◽  
Social Networking Site ◽  
Student Collaboration ◽  
The Social ◽  
Mathematics Teaching And Learning

In this chapter, the authors describe four successful experiments in using social networking sites (Facebook and Edmodo) in mathematics teaching and learning, where this use depended on populating the sites with historical mathematicians and/or mathematical phenomena. They describe two models of using social networking sites in mathematics education, as well as the phases of working mathematically with students when implementing each model. The authors emphasize the use of social talk as the first step to involve students with the learning of mathematics, as well as moving to cultural talk as a bridge between the social talk and the mathematical discourse. The experience in the four experiments indicates that social networking sites invite student collaboration, as well as encourage their learning actions and interactions. Teacher's or moderator's sensitivity is a very important factor for the success of the experiment, especially when young students are involved. Other factors which influenced the success of students' learning in social networking sites were the features of the social networking site, the properties of the inter-disciplinary phenomenon or the mathematics produced by the historical mathematicians, the background of the learners, and the activities of the moderator.

Integrating Medical Education with Medical Practice

2011 ◽  
pp. 433-445 ◽  
Author(s):  
Arindam Basu ◽  
Billy O’ Steen ◽  
Mary Allan
Keyword(s):  
Medical Education ◽  
Social Networking ◽  
Social Presence ◽  
Teaching And Learning ◽  
Professional Preparation ◽  
Web Based ◽  
Face To Face ◽  
Approach To Teaching ◽  
Networking Technologies ◽  
Social Constructivist Approach

Education is essentially a social phenomenon. As such, a social constructivist approach to teaching and learning is highly applicable to all disciplines and especially medicine where most graduates are required to deeply engage with society and need to communicate with a diverse array of people as part of their professional responsibilities. While traditional models of medical education are predicated on the establishment of face-to-face interactions, particularly within teaching hospital settings and residencies, there may be some opportunities to utilize current developments in online social networking technologies to enhance students’ and instructors’ experiences {references}. A review of social networking in the professional preparation of medical students and their subsequent practices would be helpful in determining the viability of such an approach. In this chapter, we provide a review of two key concepts of online social learning (social presence and media richness), explore how they can be implemented in the current wave of web based collaboration tools, and indicate their place in medical education. We provide a few examplars of how educators are incorporating web based or online social tools in student learning in the context of medical education and indicate some ways to extend this approach further.

Learner-Centered Pedagogies

2017 ◽  
pp. 373-390
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

Learner-Centered Pedagogies

2020 ◽  
pp. 1678-1695
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

A Framework for Knowledge Management in Higher Education Using Social Networking

2012 ◽  
Vol 3 (2) ◽  
pp. 44-54 ◽  
Author(s):  
Vladlena Benson ◽  
Stephanie Morgan ◽  
Hemamali Tennakoon
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Online Social Networking ◽  
Student Life ◽  
Knowledge Resources ◽  
Research Questions ◽  
Education Platform

Recent years show an increase in the popularity of online social networking among the younger generation that opens up possibilities for educators to use it as a higher education platform. The focus of this paper is to highlight some open research questions in the context of knowledge management in higher education with the use of online social networking. Analysis of current research reveals that social networking sites are a useful tool in teaching and learning as well as in employability and career management of students. However, research is limited in terms of the applicability of social networking sites in other parts of the student life cycle including lifelong learning. The possibility of using online social networking in knowledge management, particularly in the area of knowledge accumulation and knowledge sharing is yet to be properly addressed by researchers. Therefore, the purpose of this paper is to draw attention to some implications of exploiting knowledge resources with online social networking for HE institutions.

scholarly journals An Autoethnographic Report on the Use and Impact of Social Networking Sites as an Approach to Teaching of the Research Process

2022 ◽  
Vol 3 (2) ◽  
pp. 120-125
Author(s):  
Almighty C. Tabuena
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Research Process ◽  
Research Report ◽  
Research Journal ◽  
Outcome Based Education ◽  
Teacher Researcher ◽  
Approach To Teaching ◽  
And Performance ◽  
K 12

The establishment of the K-12 curriculum has had a significant impact on subject requirements related to the outcome-based education plan and the requisite output for a given research report or requirement. Social networking platforms enable students to effortlessly complete a variety of tasks, such as learning and performance. By intervening in research, social networking sites break down the barriers that limit both students and teachers in the research process. Three methodologies or ideas have arisen, known as approaches, that could help you facilitate teaching research, even if you are not in the research discipline: the Facebook-Personality Network Approach, the Virtual Research Journal, and the Google Immersion Approach. It is considered favorably by some students and users, but there are those who take advantage of its negative aspects. Instead of focusing on the emerging ideas or topics created by coding, I used social networking sites to demonstrate that research can be done anytime, anyplace, for any purpose or cause. According to the outcome-based education paradigm, students found the three techniques highly engaging. In order to be a teacher-researcher, you must utilize your originality and resourcefulness when it comes to all of the resources, devices, and technology, as well as the available social networking sites.

A Content Analysis of Creating and Curating Musical Identity on Social Media

2020 ◽  
pp. 312-335
Author(s):  
Julie Derges Kastner
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
Music Education ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Community ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Musical Identity

Social networking sites have emerged as a way for musicians to connect, create, and collaborate, and, as a result, they have become important spaces for identity expression and formation. This chapter reveals the findings of a content analysis of 23 empirical studies focusing on social media, identity, and music or music education in order to explore the types of research methods and identity frameworks they employed, emergent themes, and possible avenues for future research. Results of this content analysis revealed three themes: (1) personal expressions of identity, as individuals sought to curate their online identities; (2) identity through social interactions, which often featured a convergence of musical and nonmusical roles; and (3) identity through teaching and learning as individuals participated and found support and encouragement in an online community. Additionally, these studies most commonly used qualitative methods, with several using a cyber ethnographic approach, and a variety of identity frameworks. The chapter closes with suggestions for future research to further explore the evolving expressions of musical identity on social networking sites.

Exploring Facebook (FB) as an Online Tutorial Complement in Distance Education

2014 ◽  
Vol 4 (4) ◽  
pp. 60-75 ◽  
Author(s):  
Adhi Susilo ◽  
David Kaufman
Keyword(s):  
Distance Education ◽  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Qualitative Interviews ◽  
Domestic Workers ◽  
Virtual Ethnography ◽  
Online Tutorial ◽  
Educational Perspective

Facebook (FB) has become the “communication portal” for social networking, which has rapidly transformed the way people communicate and stay connected. From an educational perspective, social networking sites have received ambiguous reviews. The authors explore FB use at an Asian distance university by ten domestic workers as students in an English course, as well as lecturer engagement with students in that course. Drawing on virtual ethnography and online qualitative interviews, this study relies on qualitative data that shows there are potential positive benefits to using FB for teaching and learning, particularly for the development of educational micro-communities. However, certain challenges need to be managed and are discussed.

Facebook or Faceblock

2010 ◽  
pp. 284-300 ◽  
Author(s):  
Peter D. Duffy
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Student Learning ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Learning Approaches ◽  
Academic Courses ◽  
Social Networking Website

This chapter presents an introduction to an overview of the rise of social networking platforms, systems, and tools within tertiary education, through an analysis and exploration of one such platform, namely the popular social networking website Facebook. Social networking sites, like other Web 2.0 services, emphasize online socialization, collaboration, user-driven content generation, and sharing among users. They enable different forms of pedagogy equally as they disable and challenge more traditional teaching and learning approaches within tertiary education. In this chapter, various criticisms, challenges, and concerns in relation to the incorporation of the new tools within the student learning experience are explored. The chapter seeks to illuminate some of the educational possibilities of incorporating Web 2.0 social network structures provided by websites such as Facebook into academic courses, and to offer suggestions for effectively leveraging these emergent social networks to enhance the student learning experience.

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