Using Facebook for Academic Purposes: Current Literature and Directions for Future Research

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  • Author(s): Niu, Lian
  • Language:
    English
  • Source:
    Journal of Educational Computing Research. Jan 2019 56(8):1384-1406.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Information Analyses
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      23
    • Subject Terms:
      Social Media; Technology Uses in Education; Integrated Learning Systems; Electronic Learning; Student Centered Learning; Instructional Effectiveness; Outcomes of Education; Bias; Research Design; Content Analysis; Educational Research
    • Accession Number:
      10.1177/0735633117745161
    • ISSN:
      0735-6331
    • Abstract:
      This study reviews the international literature on using Facebook for academic purposes to examine whether and how this popular social networking site contributes to teaching and learning in formal education. A review of 57 empirical studies on this topic suggest that (a) the majority of studies report positive effects or feedback of using Facebook for academic purposes, and recommend its integration into teaching and learning; (b) Facebook is shown to be effective as a platform for academic communication and effective in promoting student-centered learning; (c) the effects of Facebook used as Learning Management System are mixed and under-studied; (d) the quality of Facebook-related learning process and learning outcomes is under-studied; (e) Facebook may not be suitable for teaching in all disciplines; and (f) studies heavily rely on preexperimental design and self-reported data, which raises the issue of response bias. It is recommended that future research should (a) focus more on in-depth examination of the process and quality of learning using Facebook, (b) adopt quasi- or true experimental design to control for confounding factors, (c) properly address potential response bias by minimizing the relationship between researcher and students, and (d) more frequently adopt content analysis to reduce reliance on self-reported data.
    • Abstract:
      As Provided
    • Number of References:
      69
    • Publication Date:
      2018
    • Accession Number:
      EJ1200126