Literaturnachweis - Detailanzeige
| Autor/inn/en | Dyson, Benjamin; Vickers, Kristin; Turtle, John; Cowan, Sara; Tassone, Adrianna |
|---|---|
| Titel | Evaluating the Use of Facebook to Increase Student Engagement and Understanding in Lecture-Based Classes |
| Quelle | In: Higher Education: The International Journal of Higher Education and Educational Planning, 69 (2015) 2, S.303-313 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0018-1560 |
| DOI | 10.1007/s10734-014-9776-3 |
| Schlagwörter | Teaching Methods; Social Networks; Computer Mediated Communication; Lecture Method; Intervention; Higher Education; News Reporting; Control Groups; Student Attitudes; Course Evaluation; Psychology; Introductory Courses; College Students; Learner Engagement; Instructional Effectiveness |
| Abstract | Both lecture delivery and Facebook use are ubiquitous aspects of higher education from staff and student points-of-view, respectively. An attempt was made to integrate the two by setting up a Facebook group and delivering contemporary news stories in preparation for in-lecture discussion in a large-scale (1,200 students across 5 sections) Introduction to Psychology class. Each section experienced two-thirds of the class with Facebook intervention and one-third without, thereby each section served as its own control group. Overall, Facebook intervention did not yield higher self-report of course engagement or understanding for those portions of the course. Only those individuals who never viewed the Facebook postings reported lower engagement and understanding of the in-lecture discussion, in addition to a lower appreciation of the link between the Facebook content and the lecture material. Our data suggest that successful integration of social media into the classroom is a challenging one and the relative success or failure of these interventions may stand or fall on the basis of a complex interaction between a number of factors including the timing of content delivery, the integration of social media content with course assessment and the students' own perspective on using social media for academic purposes. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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