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Facebook use in the learning environment: do students want this? a
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Julie Prescott , Sarah Wilson & Gordon Becket
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Department of Pharmacy, School of Pharmacy and Biomedical Sciences, The University of Central Lancashire (UCLan), Preston, PR1 2HE, UK Version of record first published: 16 Apr 2013.
To cite this article: Julie Prescott , Sarah Wilson & Gordon Becket (2013): Facebook use in the learning environment: do students want this?, Learning, Media and Technology, DOI:10.1080/17439884.2013.788027 To link to this article: http://dx.doi.org/10.1080/17439884.2013.788027
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Learning, Media and Technology, 2013 http://dx.doi.org/10.1080/17439884.2013.788027
VIEWPOINT
Facebook use in the learning environment: do students want this? Julie Prescott∗ , Sarah Wilson and Gordon Becket
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Department of Pharmacy, School of Pharmacy and Biomedical Sciences, The University of Central Lancashire (UCLan), Preston PR1 2HE, UK (Received 5 November 2012; accepted 18 March 2013) The Net Generation (those born in or after 1980) rely heavily on ICTs for social and professional interactions, and it has been suggested that they have the expectation that technology will be an integral part of their education. At the same time, it is argued that Facebook has educational potential, and that today’s learners should be encouraged and supported to use Web 2.0 technologies for learning in formal education. However, there is growing evidence that the value of Facebook in the educational context does not relate to formal learning at all, but to the ‘social networking’ elements of the site. This Viewpoint article discusses the results of a study to explore students’ views towards the use of Facebook in the university setting, especially with regard to learning and integration into university life. The findings suggest support for informal rather than formal learning use of Facebook within the university setting. Keywords: Facebook; social integration; informal learning; formal learning
Background Technologies are playing an increasing role in our daily lives including in higher education. There is the suggestion that the Net Generation (those born in or after 1980) relies heavily on ICTs for social and professional interactions and that they have the expectation that technology will be an integral part of their education (i.e., Oblinger and Oblinger 2005; Barnes, Marateo, and Ferris 2007). Social networking sites (SNSs) are a popular means of communication, especially amongst younger generations and students (Mori 2007; Jones and Fox 2009), and Facebook is the most popular SNS with 800 million active users worldwide (Facebook 2012). Due to the widespread popularity and increased use of Facebook, it has been claimed that Facebook has educational potential, and that today’s learners should be encouraged and supported to use Web 2.0 technologies for learning in formal education (Luckin et al. 2009). In an educational context, Facebook is viewed as potentially beneficial for interaction, collaboration, information and resource sharing (Mazman and Usluel 2010). Active participation and critical ∗
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# 2013 Taylor & Francis
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thinking have also been viewed as possible educational activities of Facebook (Mason 2006; Ajjan and Hartshorne 2008). Indeed Maloney (2007) argues that SNSs encourage collaboration and active participation. Conversely, there is growing evidence that the value of Facebook in the educational context does not relate to formal learning at all, but to the ‘social networking’ elements of the site. Facebook is viewed as having the ability to promote interaction between students and teachers; interaction such as making announcements, discussions and sharing resources (Browning, Gerlich, and Westermann 2011; Wang et al. 2012). In Bosch’s (2009) study, lecturers stated that they found it quicker and easier to contact students via Facebook than through classroom contact, and students, particularly shy students, felt more comfortable asking questions via Facebook. Additionally, Bosch also found that students found their lecturers more approachable in the classroom following online Facebook interaction. Instead of being useful as a formal learning tool, research appears to suggest that Facebook is a good tool for encouraging peer support and informal learning between students, such as increased communication and support about course content, and assessments. For example, Selwyn’s (2009) research found that students use Facebook to discuss the learning experiences and events as well as exchange information for assessment requirements (see also Mason 2006; Selwyn 2007; Madge et al. 2009; Goodband et al. 2012). This informal peer learning can be a valuable learning method. Indeed, students have been found to learn from informal communication and interactions with other students (Smith and Peterson 2007). Seymour and Hewitt (1997) suggest that peer tutoring and mutual support can be beneficial as it can act as a buffer against student drop-out and this mutual support may be important even before arriving at university. Madge et al. (2009) found Facebook was useful for students prior to starting university. In their study of first-year undergraduate students at a UK university (Madge et al. 2009) found Facebook useful for firstyear students to integrate into university life suggesting ‘Facebook is part of the “social glue” that helps students settle into university life’ (152). However, the study found that only 10% of students made use of Facebook to discuss academic work with other students and only 1% to contact staff. In the light of these apparently opposing views of the role of SNSs in education, we felt it was important to gain an understanding into the attitudes of students towards the use of Facebook in the university setting, especially with regard to learning and integration into university life. Methods An anonymous online survey was devised and emailed to pharmacy, social work and nursing students at a UK university. The study is part of a larger study investigating students’ and staff use of, and attitudes towards, Facebook. For this part of the study, students were asked their opinions regarding using
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Facebook as a learning tool, and how Facebook is used for integration into university. Students were invited to make additional free text comments about the topics discussed, which were analysed thematically. In total, 595 students completed the survey, of which 57% (n ¼ 338) were nursing students, 28% (n ¼ 166) social work and 15% (n ¼ 91) pharmacy students (an overall response rate of 30%). Most participants were female (85%, n ¼ 504) which reflects the general population of the cohort groups. Results The majority (90%, n ¼ 528) of participants had a Facebook account, and of those, 77% (n ¼ 407) logged onto Facebook daily. When asked if they currently used Facebook for learning purposes the majority of students stated they did not (78%, n ¼ 413). Only 23% (n ¼ 125) of students stated they wanted to see Facebook used for learning purposes. Sixty-three students commented on the reasons why they would like to see Facebook used for learning. A main theme was the accessibility of Facebook to contact staff and other students. People use it every day and it is easily accessible. Usually knowledge is known on Facebook before anywhere else. (social work student) Pretty much every one uses Facebook daily so makes it easier to get hold of people and get them to interact with the course. (nursing student) Maybe have a tutor available to ask questions to at set times in the day, It’s more instant than email or leaving a phone message, other students may be able to help too. (nursing student) It’s a faster way of communication across a large group. (nursing student)
Another popular reason was for informal learning, such as to discuss with other students’ course work and assignments, for example; Sharing ideas with other students, regarding essay. (social work student) Others on the course are available to ask most of the time, on line if you are not sure about things like assignments, essays, or presentations. (nursing student) Speaking to colleagues on the same course, discussing everything from lectures to assignments, and anyone can ask a question if they are stuck with something, rather than emailing a tutor and waiting for a reply. (nursing student)
Almost half of students agreed that Facebook had helped them to integrate into university life. One hundred and forty students made comments on how Facebook had helped them integrate. Generally, Facebook helped students integrate into university life through meeting friends and providing a good network for support and sharing information about the course (again informal learning). For instance,
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Made more friends online and kept it touch more on Facebook than at uni due to time limitations with the schedule. (pharmacy student)
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Able to meet people beforehand and helps to form friendships with people on your course and who attend the university. (social work student)
Discussion In general it would seem that students are cautious about using Facebook as a more formal learning tool, yet it appears students are keen for Facebook to be used as part of course communication and more informal learning, which enables students to gain information and resources. For many of the students in the current study Facebook had helped them integrate into university life through meeting friends and course peers prior to coming to university. The current research findings lend support to the findings of Madge et al. (2009) whose research on first-year university students found that students viewed Facebook as a social tool and not for formal learning. Previous research into the area of education and technology suggests the need to integrate the learning needs of the Net Generation with the technology available (i.e., Prensky 2001; Oblinger and Oblinger 2005). However, our research suggests that students may want certain technologies to be used solely in their personal social lives. Facebook in particular is an interesting technology since there is an increasing blurring between its use in an individuals’ personal and professional life. Indeed more and more employers are using Facebook as a sifting tool for potential employees (De la Llama et al. 2012). Perhaps it is this blurring of the personal and professional which underlies students’ cautiousness with regard to the use of Facebook as a more formal learning tool. It may also be that there is an inherent tension between the aims of SNSs and the aims of educational interventions: As Kabilan, Ahmad, and Abidin (2010) noted, to use Facebook as a formal learning tool requires structure and clear learning outcomes. This learning structure may in turn minimise the social aspect of the tool, creating tensions for student users. The present study indicates that caution must be used when integrating such technologies into the learning environment. Despite the benefits acknowledged by students of using Facebook as a communication tool and to help integration into university life, it is apparent from this study that the majority of students do not want Facebook used for formal learning. The reason for this could be a result of the well-documented risks involved with displays of unprofessional behaviour witnessed on SNSs by professional students (Prescott, Wilson, and Becket 2012). Using Facebook for more informal learning practices such as peer support is a valuable resource and may be an important part of being a student in the digital age. University staff could encourage the use of Web 2.0 technologies such as Facebook
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for informal learning and peer support for their students, without this becoming a formal, managed part of the curriculum.
Acknowledgements We thank the School of Pharmacy and Biomedical Sciences at UCLan for supporting this project. We thank all the students who took the time to complete the online survey. None of the authors have any conflicts of interest in writing this article.
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Notes on contributors Julie Prescott is a Chartered Psychologist (CPsychol) with a research career spanning over ten years in academic and public sector environments. Julie’s main areas of research interest include: gendered occupational segregation, pedagogic use of technology, and gender issues in technology. Julie has co-authored one book entitled Gendered Occupational Differences in Science, Engineering, and Technology Careers, and has one forthcoming Gender Divide and the Computer Gaming Industry. Julie currently works as a Research Associate in the School of Pharmacy and Biomedical Sciences, University of Central Lancashire. Sarah Wilson is a Lecturer in Social Pharmacy & Ethics in the School of Pharmacy and Biomedical Sciences, University of Central Lancashire. Sarah has a background in philosophy and ethics, and research experience relating to ethical issues in health care practice. Her main teaching and research interests centre on the ethical provision of healthcare. This encompasses three key areas: teaching related to the ethical and social aspects of health and healthcare; the moral development and professionalism of health care students and practitioners; and the ethical delivery of health care services at both the individual and the social level. Gordon Becket is Professor and Head of Pharmacy Practice at the School of Pharmacy and Biomedical Sciences, University of Central Lancashire. He has taught Pharmacy and conducted research in the UK, South East Asia and New Zealand over his career. His main areas of research interest include: analysis of prescribing trends using prescription databases; application of geographical information systems (GIS) in health research; and pedagogic studies in pharmacy professionalism.
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