“I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture
ARTICLE
Nicholas David Bowman, West Virginia University, Department of Communication Studies Armstrong Hall ; Mete Akcaoglu, Georgia Southern University, College of Education
Internet and Higher Education Volume 23, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
Mass lecture courses are a mainstay in university instruction despite their limitations regarding student engagement and resultant learning outcomes. Out-of-class communications and learning management systems have been developed to address these limitations, but the former is resource-intensive and the latter is often viewed as an administrative rather than pedagogical aid. Facebook groups have proven to be useful and persistent spaces for connecting individuals around innumerable topics of interest. In this study, a course-specific Facebook group was created for an introductory mass media course at a large mid-Atlantic university to serve as a supplemental (and voluntary) space for course content discussions. End-of-the semester grades of the Facebook group users were significantly higher than the non-users,
Citation
Bowman, N.D. & Akcaoglu, M. (2014). “I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture. Internet and Higher Education, 23(1), 1-8. Elsevier Ltd. Retrieved March 28, 2024 from https://www.learntechlib.org/p/199264/.
This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2014.05.003Keywords
Cited By
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Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools
Nuria Hernández-Sellés, Vice dean of , Spain; Pablo-César Muñoz-Carril, Professor in the Pedagogy and Didactics Department and Teacher Training Faculty at the University of Santiago de Compostela, Spain; Mercedes González-Sanmamed, Full Professor in the Pedagogy and Didactics Department of the Faculty of Education Sciences at the University of A Coruña, Spain
Computers & Education Vol. 138, No. 1 (September 2019) pp. 1–12
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