Roger Andrews, Memorial University of Newfoundland
Definitions and background
The advance of social networking sites (SNS) has been one of the most significant phenomena in digital technology in recent time (Ranieri, Mamca, & Fini, 2012). According to Aydin (2012), an SNS is an online site that provides users with the platform where they can construct social relations with other members who have the same interests and are involved in similar activities. Facebook is an SNS that enables individuals to make connections and form communities without the worry of temporal or spatial constraints (Lin, Hou, Wang, & Chang, 2013). Facebook was developed by Mark Zuckerberg in 2004, and is now the most prevalent SNS with the largest quantity of global Internet traffic (Wang, Lin, Yu, & Wu, 2013). Throughout the world, the number of Facebook users is astronomical with 179 million active monthly users in North America, 229 million in Europe, and 212 million in Asia (Wang et al. 2013). Users over the age of 13 are able to create and modify personal profiles, add members, exchange messages and chat online (Aydin, 2012). Aydin (2012) observed that this SNS offers the possibility for its members to organize themselves into groups based on personal and professional connections which can include such things as education, occupation, interests, hobbies, or political and religious beliefs.
Affordances
Constraints
Links
Facebook and Education: Pros and Cons
The Ultimate Guide for using Facebook in the classroom
Facebook In The Classroom. Seriously.
100 Ways to Use Facebook in Education By Category
Pros & Cons of Facebook in Education
Works Cited
Aydin, S. (2012). A review of research on Facebook as an educational environment. Education Technology Research and Development, 60(6), 1093-1106. doi: 10.1007/s11423-012-9260-7
Cheung, C., Chiu, P., & Lee, M. (2011). Online social networks: Why do students use Facebook? Computers in Human Behavior, 24(4), 1337-1343.
Davies, J. (2011). Facework on Facebook as a new literacy practice. Computers & Education, 59(1), 19-29. doi: 10.1016/jcompedu.2011.11.007
Hew, K. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662-676. doi: 10.1111/j.1467-8535.2009.01041.x
Junco, R. (2011). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162-171. doi: 10.1016/j.compedu.2011.08.004
Lampe, C., Wohn, D., Vitak, J., Ellison, N. & Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. International Computer-Supported Collaborative Learning, 6, 329-347. doi: 10.1007/s11412-011-9115-y
Lin, P., Hou, H., Wang, S. & Chang, K., (2012). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computer & Education, 60(1), 110-121.
Lou, L., Yan, Z., Nickerson, A. & McMorris, R. (2012). An Examination of the reciprocal relationship of loneliness and Facebook use among first year college students. Journal of Educational Computing Research, 46(1), 105-117.
Madge, C., Meek, J., Wellens, J. & Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155. doi: 10.1080/17439880902923606
Mazman, S. & Usluel, Y. (2010). Modeling educational usage of Facebook. Computers & Education, 55(1), 444-453. doi: 10.1016/jcomedu.2010.02.008
Meishar-Tai, H., Kurtz, G. & Pieterse, E. (2012). Facebook groups as LMS: A case study. The International Review of Research in Open and Distance Learning, 13(4), 34-48.
Pimmer, C., Linxen, S, & Grohbiel, U. (2012). Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries. British Journal of Educational Technology, 43(5), 726-738. doi: 10.1111/j.1467-8535.2012.01351.x
Rambe, P. (2012). Activity theory and technology mediated interaction: Cognitive scaffolding using question-based consultation on Facebook. Australasian Journal of Educational Technology, 28(8), 1333-1361.Retrieved from: http://www.ascilite.org.au/ajet/ajet28/rambe-2.html
Rambe, P. (2012). Critical discourse analysis of collaborative engagement in Facebook postings. Australasian Journal of Educational Technology, 28(8), 295-314. Retrieved from http://ascilite.org.au/ajet/ajet28/rambe.html
Ranieri, M., Manca, S. & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769. doi: 10.1111/j.1467-8535.2012.01356.x
Souleles, N. (2012). Perceptions of undergraduate graphic design students on the educational potential of Facebook. Research in Learning Technology, 20, 241-252
Wang, C. (2012) Using Facebook for cross-cultural collaboration: The experience of students from Taiwan. Educational Media International, 49(1), 63-76.
Wang, J., Lin, C., Yu, W. & Wu, E. (2013). Meaningful engagement in Facebook learning environment: Merging social and academic lives. Turkish Online Journal of Distance Education, 14(1), 302-322. Retrieved from: http://tojde.anadolu.edu.tr/tojde50/articles/article_26.htm
Wang, Q., Woo, H., Quek, C., Yang, Y. & Liu, M. (2011). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428-438. doi: 10.1111/j.467-8535.2011.01195.x