Does Facebook Provide Educational Value?

2014 ◽  
pp. 311-336 ◽  
Author(s):  
Stefania Manca ◽  
Maria Ranieri
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Management System ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Educational Value ◽  
Research Areas ◽  
Emerging Trends ◽  
Educational Paradigms ◽  
Enhanced Learning

Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

Does Facebook Provide Educational Value?

2018 ◽  
pp. 1568-1595
Author(s):  
Stefania Manca ◽  
Maria Ranieri
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Management System ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Educational Value ◽  
Research Areas ◽  
Emerging Trends ◽  
Educational Paradigms ◽  
Enhanced Learning

Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

Does Facebook Provide Educational Value?

2015 ◽  
pp. 1842-1867
Author(s):  
Stefania Manca ◽  
Maria Ranieri
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Management System ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Educational Value ◽  
Research Areas ◽  
Emerging Trends ◽  
Educational Paradigms ◽  
Enhanced Learning

Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

Motivational and Ethical Issues in Seamless Learning

2017 ◽  
pp. 240-254
Author(s):  
Pelin Yüksel ◽  
Süleyman Nihat Şad ◽  
Soner Yıldırım
Keyword(s):  
Technology Integration ◽  
Learning Environment ◽  
Learning Environments ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Classroom Environments ◽  
Tablet Computers ◽  
Seamless Learning ◽  
Integration Project ◽  
Enhanced Learning

This chapter aims to explain seamless learning with regard to motivational issues and ethical usage of technology in the context of a mobile and ubiquitous Technology-Enhanced Learning (TEL). The examined TEL environment consisted of a popular technology integration project in Turkey called FATIH (in English, The Movement to Enhance Opportunities and Improve Technology). The FATIH project aims to provide students with opportunities for self-regulated, mobile, and ubiquitous learning via tablet computers, technology-rich classroom environments, and online digital sources. This chapter investigates and presents findings on the effects of technology-enhanced learning environments in terms of students' motivation and ethical issues during their interaction with the learning environment and community.

Motivational and Ethical Issues in Seamless Learning

2020 ◽  
pp. 681-696
Author(s):  
Pelin Yüksel ◽  
Süleyman Nihat Şad ◽  
Soner Yıldırım
Keyword(s):  
Technology Integration ◽  
Learning Environment ◽  
Learning Environments ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Classroom Environments ◽  
Tablet Computers ◽  
Seamless Learning ◽  
Integration Project ◽  
Enhanced Learning

This chapter aims to explain seamless learning with regard to motivational issues and ethical usage of technology in the context of a mobile and ubiquitous Technology-Enhanced Learning (TEL). The examined TEL environment consisted of a popular technology integration project in Turkey called FATIH (in English, The Movement to Enhance Opportunities and Improve Technology). The FATIH project aims to provide students with opportunities for self-regulated, mobile, and ubiquitous learning via tablet computers, technology-rich classroom environments, and online digital sources. This chapter investigates and presents findings on the effects of technology-enhanced learning environments in terms of students' motivation and ethical issues during their interaction with the learning environment and community.

Toward a Personal Learning Environment Framework

2012 ◽  
pp. 20-40 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Mohammad Ridwan Agustiawan ◽  
Matthias Jarke ◽  
Marcus Specht
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Knowledge Society ◽  
Technology Enhanced Learning ◽  
Personal Learning ◽  
Effective Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Enhanced Learning ◽  
Fundamental Shift

Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.

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