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ERIC Number: EJ1136166
Record Type: Journal
Publication Date: 2016-May
Pages: 15
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: EISSN-1545-679X
Facebook's Effect on Learning in Higher Education: An Empirical Investigation
Duncan, Doris G.; Barczyk, Casimir C.
Information Systems Education Journal, v14 n3 p14-28 May 2016
Due in part to its widespread acceptance, Facebook has been adopted as a tool for higher education courses. Proponents claim that Facebook-enhanced courses facilitate an increased community of practice, sense of learning and sense of connectedness compared to non-enhanced courses. This empirical study uses a survey methodology in an independent measures static group comparison research design to compare the responses of 586 students who were enrolled in Facebook-enhanced business courses with those who were not. The courses were taught by two instructors at two different universities in the USA. The use of Facebook in students' courses serves as the independent variable. Students' attitudes toward the community of practice, sense of learning and sense of connectedness that evolved in their classrooms serve as the dependent variables. Research findings show that students in the Facebook-enhanced courses experienced a somewhat more positive community of practice, sense of learning and sense of connectedness compared to students in non-Facebook-enhanced courses. Implications for teaching, limitations and further research are discussed.
Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Indiana