Social networking sites utilization for teaching and learning

Albayrak, Duygu
The purpose of this study was to investigate students’ social networking sites (SNSs) involvement, students’ involvement of Facebook as course management system (CMS) in face-to-face course, students’ acceptance of Facebook, students’ motivations, students’ achievements, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action-research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through three questionnaires about Facebook acceptance, motivation to the course and involvement of Facebook and course Facebook page. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth-of-discussion posts and convert qualitative data into quantitative data. The results stated that students’ SNSs involvement, students’ acceptance of Facebook, students’ motivations, students’ achievements and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.
Citation Formats
D. Albayrak, “Social networking sites utilization for teaching and learning,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.