Using instructor-led Facebook groups to enhance students’ perceptions of course content

Mete Akcaoglu; Nicholas David Bowman

doi:10.1016/j.chb.2016.05.029

Using instructor-led Facebook groups to enhance students’ perceptions of course content

Mete Akcaoglu, Nicholas David Bowman

Research output: Contribution to journal › Article › peer-review

33 Scopus citations

Abstract

Research on the impact of instructor-guided Facebook usage in college classrooms shows that the technology can increase students’ cognitive and affective learning, yet the role of social media in the classroom remains contentious. Analysis of open- and closed-ended survey data from 87 students enrolled in university courses from 15 institutions showed that students participating in a class Facebook group reported more interest in and perceived more value in course content, felt closer to the course and perceived their instructors as more involved. Effects on perceived closeness to course instructors and classmates were negligible, and effects on instructor immediacy or credibility were not found.

Original language	English (US)
Pages (from-to)	582-590
Number of pages	9
Journal	Computers in Human Behavior
Volume	65
DOIs	https://doi.org/10.1016/j.chb.2016.05.029
State	Published - Dec 1 2016
Externally published	Yes

Keywords

Facebook
Instructional technology
Student perceptions

ASJC Scopus subject areas

Arts and Humanities (miscellaneous)
Human-Computer Interaction
General Psychology

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10.1016/j.chb.2016.05.029

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abstract = "Research on the impact of instructor-guided Facebook usage in college classrooms shows that the technology can increase students{\textquoteright} cognitive and affective learning, yet the role of social media in the classroom remains contentious. Analysis of open- and closed-ended survey data from 87 students enrolled in university courses from 15 institutions showed that students participating in a class Facebook group reported more interest in and perceived more value in course content, felt closer to the course and perceived their instructors as more involved. Effects on perceived closeness to course instructors and classmates were negligible, and effects on instructor immediacy or credibility were not found.",

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AB - Research on the impact of instructor-guided Facebook usage in college classrooms shows that the technology can increase students’ cognitive and affective learning, yet the role of social media in the classroom remains contentious. Analysis of open- and closed-ended survey data from 87 students enrolled in university courses from 15 institutions showed that students participating in a class Facebook group reported more interest in and perceived more value in course content, felt closer to the course and perceived their instructors as more involved. Effects on perceived closeness to course instructors and classmates were negligible, and effects on instructor immediacy or credibility were not found.

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KW - Student perceptions

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Using instructor-led Facebook groups to enhance students’ perceptions of course content

Abstract

Keywords

ASJC Scopus subject areas

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