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Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives

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Title: Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives
Language: English
Authors: Wang, Jenny, Lin, Chun-Fu C., Yu, Wei-Chieh W.
Source: Turkish Online Journal of Distance Education. Jan 2013 14(1):302-322.
Availability: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Peer Reviewed: Y
Physical Description: PDF
Page Count: 21
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Grades (Scholastic), Student Attitudes, Teaching Methods, Control Groups, Experimental Groups, Learning Experience, Regression (Statistics), Correlation, Undergraduate Students, Learner Engagement, Social Networks, Web Sites, Pretests Posttests, Outcomes of Education, Web 2.0 Technologies, Prediction, Predictor Variables, Satisfaction, Content Analysis, Academic Achievement, Validity, Reliability, Comparative Analysis
ISSN: 1302-6488
Abstract: This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental group (n= 134) received the interactive Facebook instructional method, and the control group students (n= 57) received the non-Facebook instructional method. Data pertaining to student Facebook use and activities were also collected. Independent samples t-tests were used to measure significant differences in grades and engagement between the Facebook and non-Facebook classroom contexts. Pearson's correlation coefficient was used to measure the relationships between interactive Facebook instructional method and grades. A linear regression was also performed to analyze the predictors of student grades. Content analyses of samples of Facebook communication exchanges were also conducted. The results revealed that experimental group had a significant positive effect on grades and engagement. This study concludes that Facebook use in instructional method assists students in achieving better grades, higher engagement, and greater satisfaction with the university learning experience. Thus, the authors provides experimental evidence that Facebook can be used as an educational communication and interaction tool to enable faculty to assume a more active and participatory role. (Contains 7 tables and 2 figures.)
Abstractor: As Provided
Number of References: 36
Entry Date: 2013
Accession Number: EJ1006268
Database: ERIC
FullText Links:
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  Data: Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Jenny%22">Wang, Jenny</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Chun-Fu+C%2E%22">Lin, Chun-Fu C.</searchLink><br /><searchLink fieldCode="AR" term="%22Yu%2C+Wei-Chieh+W%2E%22">Yu, Wei-Chieh W.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. Jan 2013 14(1):302-322.
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  Data: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
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  Data: This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental group (n= 134) received the interactive Facebook instructional method, and the control group students (n= 57) received the non-Facebook instructional method. Data pertaining to student Facebook use and activities were also collected. Independent samples t-tests were used to measure significant differences in grades and engagement between the Facebook and non-Facebook classroom contexts. Pearson's correlation coefficient was used to measure the relationships between interactive Facebook instructional method and grades. A linear regression was also performed to analyze the predictors of student grades. Content analyses of samples of Facebook communication exchanges were also conducted. The results revealed that experimental group had a significant positive effect on grades and engagement. This study concludes that Facebook use in instructional method assists students in achieving better grades, higher engagement, and greater satisfaction with the university learning experience. Thus, the authors provides experimental evidence that Facebook can be used as an educational communication and interaction tool to enable faculty to assume a more active and participatory role. (Contains 7 tables and 2 figures.)
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 36
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  Data: EJ1006268
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1006268
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 302
    Subjects:
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Web 2.0 Technologies
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Satisfaction
        Type: general
      – SubjectFull: Content Analysis
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Validity
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
    Titles:
      – TitleFull: Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives
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