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ERIC Number: EJ1078143
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1436-4522
Facebook Groups as an Academic Teaching Aid: Case Study and Recommendations for Educators
Miron, Eli; Ravid, Gilad
Educational Technology & Society, v18 n4 p371-384 2015
The move from a walled garden type Learning Management Systems (LMS) to open environments (like Facebook) forces us to adapt new teaching ways. This article offers a brief review of the use of Facebook groups in learning, describes the experience of using Facebook groups in an academic institute, explains the considerations for choosing the type of group and provides detailed technical guidance for teachers and students, including recommendations for enhanced privacy and Internet security and for reduction of information overload. Good technical understanding of the Facebook platform and active participation (at least once daily), are recommended for successful use. Facebook groups have been used by the authors during 2012-2014 in 12 courses. Overall results show that the use of Facebook groups for academic purposes is favoured by the students. From the educators' vantage point: communication with the students was fast and easy. Email alerts enabling communication with the students, but without the need to "live in Facebook" an answer to one student was visible to all. To sum up: the experience of both the students and the authors is favourable. Finally, the acceptance of Facebook as an LMS was analysed using a simplified version of the Technology Acceptance Model.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A