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

被引：21

作者：

Akcaoglu, Mete ^{[1
]}

Bowman, Nicholas David ^{[2
,3
]}

机构：

[1] Georgia Southern Univ, Coll Educ, Statesboro, GA USA

[2] West Virginia Univ, Commun Studies, Morgantown, WV USA

[3] Dept Commun Studies, Armstrong Hall,Room 108,POB 6293, Morgantown, WV 26506 USA

来源：

COMPUTERS IN HUMAN BEHAVIOR | 2016年 / 65卷

关键词：

Facebook; Instructional technology; Student perceptions; EXPECTANCY-VALUE THEORY; APPRECIATION; PERFORMANCE; EDUCATION; MODEL;

D O I：

10.1016/j.chb.2016.05.029

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：582 / 590

页数：9

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