E-Tutor: Understanding the Use of Facebook for Informal Learning through the Lens of Uses and Gratifications Theory

Autor/in	Ali, Ramiz
Titel	E-Tutor: Understanding the Use of Facebook for Informal Learning through the Lens of Uses and Gratifications Theory
Quelle	In: Interactive Technology and Smart Education, 20 (2023) 3, S.385-402 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-12-2022-0180
Schlagwörter	Electronic Learning; Technology Uses in Education; Social Media; Informal Education; Learning Motivation; College Students; Barriers; Learning Activities; Need Gratification; Information Seeking; Self Reward; Usability; Access to Information + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Medien; Informelle Bildung; Nichtformale Bildung; Motivation for studies; Lernmotivation; Collegestudent; Lernaktivität; Bedürfnisbefriedigung; Informationserschließung
Abstract	Purpose: The purpose of this study is to describe university students' motivations for using Facebook as an informal learning tool and explore the key barriers that may inhibit learning on the social media platform. Design/methodology/approach: A case study approach was adopted in this study. Participants were 82 university students who participated in "e-Tutor" -- an informal learning activity, conducted through Facebook. Focus group interviews were conducted, and students' interactions on Facebook were also analysed to understand their motives for using the social media platform for learning. The uses and gratifications theory was used to explore student motivations for participating in the learning activity. Findings: Results suggest that students perceived Facebook as a potential tool for learning and identified multiple motivating factors for their participation that included information seeking, convenience, connectedness, entertainment and reward seeking. Results also show that time constraints, social anxiety and cultural issues may inhibit learners' active participation on social media platforms such as Facebook. Originality/value: This study outlines an approach to use readily available and low-cost technological tools in learning design and provides some insights for teachers to design ubiquitous and personalised learning environments for students using such technologies, particularly social media. Specifically, Facebook offered a way to engage students in informal learning which can supplement students' formal learning trajectories at university. While the uses and gratifications students sought through Facebook had an overall positive effect on their participation in e-Tutor activity, certain barriers can impede student active participation in learning environments on social media sites such as Facebook. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01