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ERIC Number: EJ1058476
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-2375-2033
Integrating Qualitative Components in Quantitative Courses Using Facebook
Milburn, Ashlea Bennett; Braham, Andrew; McClinton, Jeton
Interdisciplinary Journal of E-Learning and Learning Objects, v10 p229-246 2014
Given Facebook's growing audience among young adults worldwide and the increasing importance of technology, educators are beginning to explore the appropriateness of its use in higher education. The objectives of this paper are to describe the use of Facebook in a transportation logistics course and to compare student perceptions of using Facebook for the stated course purposes to student perceptions of using a more traditional learning management system (LMS). A survey instrument is used to explore how Facebook functionalities compare with those of the Blackboard LMS with respect to ease of use, and to determine how course relationships and communications are impacted when using Facebook instead of Blackboard. Survey results indicate respondents prefer Facebook for functionalities, such as notifications and online discussions, and prefer the Blackboard LMS for functionalities, such as posting lecture notes and grades. Usage of a Facebook group page was associated with higher levels of student-perceived time spent thinking about course materials outside of class, and higher levels of student-perceived connections with other students and with the instructor. Challenges associated with using Facebook instead of the Blackboard LMS included the lack of control over the organization of content in the Facebook group for the course.
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A