Journal ArticleDOI
Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology‐enhanced learning environment
Stefania Manca,Maria Ranieri +1 more
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TLDR
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.Abstract:
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. 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. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.read more
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Journal ArticleDOI
Social media and education: reconceptualizing the boundaries of formal and informal learning
Christine Greenhow,Cathy Lewin +1 more
TL;DR: In this article, a model theorizing social media as a space for learning with varying attributes of formality and informality is proposed, together with social constructivism and connectivism as theoretical lenses through which to tease out the complexities of learning in various settings.
Journal ArticleDOI
Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education
Stefania Manca,Maria Ranieri +1 more
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.
Journal ArticleDOI
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis:
TL;DR: This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning, m-learning (mobile learning), and d-learning
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Student class standing, Facebook use, and academic performance
TL;DR: The authors examined the time students at different class ranks spent on Facebook, the time they spent multitasking with Facebook, as well as the activities they engaged in on the site (N = 1649).
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Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies
TL;DR: The systematic analysis of 36 empirical papers supports the view that knowledge gains from instructionist learning designs are facilitated by distributed and more frequent learning activities enabled by push mechanisms, and hybridisation links formal education with informal and personalized learning.
References
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Journal ArticleDOI
Digital Natives, Digital Immigrants Part 1
TL;DR: Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology.
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Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?
TL;DR: Prensky as mentioned in this paper explored the differences between "digital natives" and "digital immigrants" and presented evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
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The 'digital natives' debate: a critical review of the evidence
TL;DR: It is proposed that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education and it is argued that rather than being empirical and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’.
Book
Grown Up Digital: How the Net Generation is Changing Your World HC
TL;DR: Grown Up Digital as mentioned in this paper surveys more than 11,000 young adults and finds that they are the first generation to have literally grown up digital and they are part of a global cultural phenomenon that is here to stay.
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Facebook® and academic performance
TL;DR: Results show that Facebook(R) users reported having lower GPAs and spend fewer hours per week studying than nonusers, and its relation to academic performance as measured by self-reported Grade Point Average (GPA) and hours spent studying per week.