Stefania Manca

TL;DR: The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues.

TL;DR: The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints.

TL;DR: The resulting model is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components), and indicators of usefulness and ease-of-use have been identified.

TL;DR: A generally more favourable attitude towards personal sharing and connecting with peers in professional networks rather than integrating these devices into their teaching practices is emphasised, which shows that prior experience with e-learning or blended learning is greatly associated with Social Media use.

TL;DR: Investigating mechanisms underlying group membership and their participatory dynamics in five Italian Facebook groups showed that groups differing in terms of domain are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership.