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

Mete Akcaoglu, Nicholas David Bowman

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


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 languageEnglish (US)
Pages (from-to)582-590
Number of pages9
JournalComputers in Human Behavior
StatePublished - Dec 1 2016
Externally publishedYes


  • Facebook
  • Instructional technology
  • Student perceptions

ASJC Scopus subject areas

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


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