16 SES 11, ICT and Learning Communities
The purpose of this study was to investigate the students’ involvement of Facebook as course management system (CMS) in face-to-face course, students’ achievements, and their relationships. The research question guided the study was: “Is there a significant relationship between students’ achievement (course grade and CGPA) and course Facebook involvement (time spent, number/type/depth of the posts)?”
Some researchers believe that SNSs must be addressed and employed in education to see their impact on teaching and learning (Ellison, Steinfield & Lampe, 2007; Harris & Rea, 2009; Santos, Hammond, Durli, & Chou, 2009). However, after an extensive review of literature review, there are not enough empirical researches that have been found to identify what the effects of SNSs in education and the determinants of utilization of SNSs in teaching are. The results of this study might be helpful to evaluate and clarify the effects of SNSs in education and some factors of using SNSs which may have a connection with the achievement of students.
One important reason for this study is that currently the relationships between students’involvement ofSNS as CMS and achievement are not clear. Researchers have conducted numerous researches to state the factors influence on SNS use, how students use SNS and social uses of Facebook. The literature has focused on the usage differences in SNSs. In contrast, the involvement and usage in academic purposes and the correlation between students’ involvement of SNS as CMS and achievement in learning and teaching have not been studied. There is a need on possible academic uses of SNSs (Bosch, 2009). Furthermore, how the impact of students’ involvement of SNSs related to students’ achievement has not been studied before. In this study, the researcher aimed to examine the relationship among students’ involvement of course Facebook page, students’ motivation and students’ achievements.
Understanding the factors that contribute academic success is essential to design more effective learning environments. One of the important factors that determine the academic success of learner is the level of involvement in academic activities. According to Astin’s Theory (1999), student’s engaging in Facebook can be considered as a form of involvement. In this research, Facebook was used as a medium for achieving the goal of maximizing both interaction and communication of F2F courses and the amount of time and effort spend on Facebook for course related activities were described and measured as a component of Facebook utilization by considering the Astin’s notion of involvement. Astin’s Student Involvement Theory serves as the bridge in connecting SNSs involvement and learning in F2F courses.
This study is important to the field of instructional design because it explored how the utilization of SNS may be beneficial to increase students’ achievements in F2F courses. Moreover, instructional designers will see an example of how SNSs can be utilized in F2F courses. The results of this study are also crucial for both instructional designers and practitioners to make clear the expectations of students from a CMS.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Personnel (Originally published July 1984), Vol: 40, No: 5, pp. 518-529. at the University of Cape Town”, Communicatio, 35 (2): 185-200. Bosch, T.E. (2009). “Using online social networking for teaching and learning: Facebook use Chen, B. & Bryer, T. (2012). Investigating instructional strategies for using social media in Cho K., & Jonassen D. H. (2002) The Effects of Argumentation Scaffolds on Argumentation and Problem Solving, ETR&D, vol 50, No. 3, pp.5-22 Distance Learning, 13(1), 87-100. formal and informal learning. The International Review of Research in Open and Gilbert, P. K., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology, 36, 5-18. Kord I. J (2008). Understanding The Facebook Generation: A Study of the Relationship Between Online Social Networking and Academic and Social Integration and Intentions To Reenroll. Unpublished doctoral dissertation, University of Kansas. Kvavik R. B, Caruso J. B. & Morgan G. (2004). ECAR Study of Students and Information Technology 2004: Convenience, Connection, and Control. Research Study from the EDUCASE Center for Applied Research, Vol: 5. Mazza R. & Dimitrova V. (2007). CourseVis: A Graphical Student Monitoring Tool for Supporting Instructors in Web-based Distance Courses. International Journal of Human Computer Studies 65, pp. 125-139. Tashakkori, A., & Teddlie, C. (1998). Mixed Methodology: Combining qualitative and quantitative approaches. Thousand Oaks, London, New Delhi: Sage Publications. Vovides Y., Sanchez-Alonso S., Mitropoulou V., Nickmand G. (2007) The Use of e-learning Course Management Systems to Support Learning Strategies and Improve Self-regulated Learning. Educational Research Review 2, pp. 64-74. Yueh P.H. & Hsu S. (2008). Designing a Learning Management System to Support Instruction. Communication of The ACM Vol: 51 No: 4, pp. 59-63.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.