Documents found
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This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent–setting attempt to use a Facebook group as a course website, serving as a platform for delivering content and maintaining interactions among the students and between the students and the lecturer. The paper presents findings from the students’ self-assessments and reflections on their experience. The students expressed satisfaction with learning in Facebook and willingness to continue using these groups in future courses.
Keywords: LMS, learning management systems, social networks
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The Kingdom of Tonga is an isolated least developing country located on the northeast of New Zealand with a population of 103,252 (2011 census) and with a gross domestic product per capita of USD $2,545.20. Before educational systems in a least developing country like the Kingdom of Tonga begin employing e-learning, an assessment of the current situation of students and learning institutions may contribute to its success. Using an appropriate assessment tool is important for accurately measuring the degree of e-readiness. In this study, we administered a survey to 186 students randomly selected from five secondary schools in the Kingdom of Tonga to measure Facebook usage as an index of e-readiness for e-learning. We found that a large percentage (81%) of secondary students use Facebook, and most (74%) of these students have used Facebook for two or more years. All (100%) students use a computer to access Facebook, and most also access Facebook through mobile phones (62%) or tablets (46%). We also found correlations between duration of having a Facebook account and other indicators of e-readiness. Our findings suggest that secondary students in the Kingdom of Tonga have developed e-readiness for e-learning through their use of Facebook.
Keywords: Facebook, e-learning, Kingdom of Tonga, e-readiness, secondary education, developing countries
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Tocqueville was right : America would be ruled by the public opinion. Facebook connects anybody to his/her friends & relatives, but social networks strengthen the fencing of society. If thousands circulate polemics, the audience will become more frightened and aggressive. Trump's victory reveals an editorialization factor which had been covered by the Facebook's owners & users euphory. Lacking an appropriate framing for a democratic conversation, the social grouping is a caricature for social life. Facebook is just beginning to act. To avoid becoming Fakebook, the company must adjust the freedom of expression to professional editorial processes and a stimulation of civic initiatives, as well as assuming an accountability which was previously out of its scope.
Keywords: Éditorialisation, réseaux sociaux, opinion publique, médias, intox, Facebook, surveillance, fake news, accélérationnisme, Editorialization, social networks, public opinion, medias, fake news, Facebook, surveillance, accelerationism
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Social network sites have rapidly changed the way people interact. The most popular social network site is Facebook with an increasing number of people spending an increasing amount of time on Facebook each day. In this article we discuss the impact of using Facebook on happiness. A review of the present literature reveals that happiness is differentially impacted by active and passive Facebook usage. Active Facebook usage stimulates social capital and connectedness, which, in turn, positively impact happiness. Passive Facebook usage often leads to upward social comparisons and envy, which, in turn, negatively impact happiness. People tend to use Facebook more often passively than actively, and hence, tend to use Facebook in a way that undermines rather than enhances happiness. We end this article by discussing possibilities for future research.
Keywords: bonheur, Facebook, utilisation active/passive, happiness, Facebook, active/passive usage
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Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
More informationThis article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.
Keywords: Facebook groups, distance education, learning management system, university, interaction
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The study aims to develop a questionnaire on Problematic use of Facebook (PUF). Given the lack of studies in this field, a review of literature on the problematic Use of the Internet (adapted to Facebook) allowed to retain three dimensions (Loss of control, Neglect, Distraction). Following verification of the items by experts, a pretest was conducted (n=66 students in a university course). A total of 925 students/workers (from a Quebec University) responded to the final version of the questionnaire. Results support a model with three correlated factors. This questionnaire will contribute to the knowledge on PUF.
Keywords: élaboration de questionnaire, validation, équations structurelles, modèle de Rasch, validation, developing questionnaire, structural equation modeling, Rasch modeling
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It is ironic that the Facebook has become both a NASDAQ-listed company at a highly speculative price and a quasi-public service in over a decade. Furthermore, each user allows the company to operate online to boost its advertising offering and become highly profitable. The ecosystem of Facebook represents an aspect of cognitive capitalism that has become more powerful than states. The current issue is whether Facebook will be able to manage its global responsibilities using its unique position to articulate a coherent way of thinking in the twenty-first century. This is what is at stake in the text recently released by Mark Zuckerberg, Building Global Community. Our initial contribution sheds light on the intentions expressed by the founder of Facebook at the beginning of 2017.
Keywords: Facebook, éditorialisation, algorithmes, connectivité, public, médias, globalisation, opinion, bulle de filtre, segmentation, Facebook, editorialization, algorithms, connectivity, public, media, globalization, opinion, filter buble, segmentation
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With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.
Keywords: Facebook, learning styles, SNSs