Facebook Groups in Teaching English for Specific (Academic) Purposes - Active Learning Beyond the Classroom

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• 关键词：Web 2.0 tool ; Student engagement ; Social learning ; Learning analytics
• 刊名：Lecture Notes in Computer Science
• 出版年：2016
• 出版时间：2016
• 年：2016
• 卷：10013
• 期：1
• 页码：253-260
• 全文大小：109 KB
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• 作者单位：Liana Stanca (18)
  Cristina Felea (19)
  
  18. Department of Business Information Systems, Babes-Bolyai University, TH. Mihaly Street, 400591, Cluj-Napoca, Romania
  19. Faculty of Letters, Babes-Bolyai University, Horea Street, 400591, Cluj–Napoca, Romania
  
• 丛书名：Advances in Web-Based Learning ¨C ICWL 2016
• ISBN：978-3-319-47440-3
• 刊物类别：Computer Science
• 刊物主题：Artificial Intelligence and Robotics
  Computer Communication Networks
  Software Engineering
  Data Encryption
  Database Management
  Computation by Abstract Devices
  Algorithm Analysis and Problem Complexity
  
• 出版者：Springer Berlin / Heidelberg
• ISSN：1611-3349
• 卷排序：10013

文摘

Successful teaching and learning in higher education is currently associated with the use of new information and communication technologies. Learning/learner-centered practice and research have put increased emphasis on active, self-regulated and, lately, social learning. Social constructivist theoreticians and practitioners have investigated how successful learning is supported and stimulated by discussing, sharing, collaborating and contributing knowledge in Web 2.0/social media environments where peers and teachers are just one click away. In 2015, the authors investigated students’ perceptions of extending the activity on Facebook, revealing that students active on Facebook perform better on the learning management platform, having superior learning outcomes. Consequently, a Facebook closed group was attached to the language learning course as a space of communication and informal learning where students may actively contribute and interact with their peers and teacher. The present research aims to find out whether this space allows for active and interactive learning, while triggering better engagement with course content. Students’ reported motivation, frequency and ease of use of their Facebook activity are compared with their real activity in the group. Data are collected by means of the questionnaire validated in the previous study and Facebook data. The results are expected to contribute to existing empirical data on the benefits and challenges of using social media for educational purposes, for active learning beyond the classroom and suggest possible changes in pedagogical design to ensure higher levels of engagement and correlation with academic success.