Yönetim Bilişim Sistemleri Dergisi 2630-550X 2630-550X Dokuz Eylul University HOW DOES STUDENTS’ LEARNING (ACHIEVEMENT) RELATE TO THEIR LEVEL OF WE-INTENTION AND THEIR LEARNING METHODS ON FACEBOOK? Akkaya Ali Hakyemez Tuğrul Cabir Kutbay Ekrem Kutlu Bayraktar Birgül 10 19 2016 2 2 61 69 10 18 2016 Copyright © 2015, 2015

Over the past decade, collaborative learning environments on Social Network Sites (SNSs) has become more widespread than ever before across the world. Yet, there is still lack of well-established methodologies that approach the learning process from pedagogical, group and social network perspectives. In this study, it is aimed to develop a framework and also a roadmap for evaluating the impact of a pedagogical model, namely Jigsaw model, on the participation behaviors and successive achievements of the students. Here, the students are grouped based on their We-Intention levels (high and low) and status of participation in the Jigsaw learning process in Facebook groups. As a result of the study, a theoretical model is proposed towards the use of Jigsaw model on Facebook groups. This model is assumed to help educators make use of social network sites efficiently.Keywords: Social Network Site, Facebook,Education, Collaborative learning, Jigsaw model, computer network

 Aronson, E. (1978). The jigsaw classroom. Sage. Bicen, H., & Cavus, N. (2011). Social network sites usage habits of undergraduate students: Case study of Facebook. Procedia-Social and Behavioral Sciences, 28, 943-947. Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning,9(2), 151-170. Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning & Learning Disabilities. Carpenter, J. (2006). Effective Teaching Methods for Large Classes. Journal of Family&Consumer Sciences Education, 13-23. Bucci, T. T., Copenhaver, L. J., Lehman, B., & O’brien, T. (2003). Technology integration: Connections to educational theories. Contemporary Issues in Technology and Teacher Education, 3(1), 30-46. Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: Why do students use facebook?. Computers in Human Behavior, 27(4), 1337-1343. De Vries, D. L., & Slavin, R. E. (1978). Teams-Games-Tournaments (TGT): Review of Ten Classroom Experiments. Journal of Research and Development in Education, 12(1), 28-38. Dholakia, U. M., Bagozzi, R. P., & Pearo, L. K. (2004). A social influence model of consumer participation in network-and small-group-based virtual communities. International journal of research in marketing, 21(3), 241-263. Dillenbourg, P. (1999). What do you mean by collaborative learning? Collaborative- learning: Cognitive and computational approaches, 1-19. Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” Social capital and college students’ use of online social network sites. Journal of Computer‐Mediated Communication, 12(4), 1143-1168. Gaggioli, A., Milani, L., Mazzoni, E., & Riva, G. (2011). Networked Flow: A Framework for Understanding the Dynamics of Creative Collaboration in Educational and Training Settings. The Open Education Journal, 41-49. Griffith, S., & Liyanage, L. (2008, June). An introduction to the potential of social networking sites in education. In Emerging Technologies Conference 2008 (p. 9). Kansanen, P. (2003). Studying--the Realistic Bridge Between Instruction and Learning. An Attempt to a Conceptual Whole of the Teaching-Studying- Learning Process. Educational Studies, 221-232. Karl, K. A., & Peluchette, J. V. (2011). “Friending” professors, parents and bosses: a Facebook connection conundrum. Journal of Education for Business, 86(4), 214-222. Kılıç, D. (2008). The Effectof the Jigsaw Technique on Learning the Concepts of the Principles and Methods of Teaching. World Applied Sciences Journal, 109-114. Kolek, E. A., & Saunders, D. (2008). Online disclosure: An empirical examination of undergraduate Facebook profiles. NASPA journal, 45(1), 1-25. Kordaki, M., & Siempos, H. (2010, April). The Jigsaw Collaborative Method within the Online Computer Science Classroom. In CSEDU (2) (pp. 65-72) Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. International Journal of Computer-Supported Collaborative Learning, 6(3), 329-347. Liao, Y. W., Huang, Y. M., Chen, H. C., & Huang, S. H. (2015). Exploring the antecedents of collaborative learning performance over social networking sites in a ubiquitous learning context. Computers in Human Behavior, 43, 313-323. Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18), B26. Mazzoni, E., & Gaffuri, P. (2009). Monitoring Activity in E-Learning: A Quantitative Model Based on Web. J. Angel içinde, Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-Learning Support: Emergent Computational Technologies for E-Learning Support (s. 111-128). Hershey: IGI. Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453. Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of applied developmental psychology, 30(3), 227-238. Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and higher education, 13(3), 134-140. Sawyer, R. (2007). Group Genius: The Creative Power of Collaboration. New York: Basic Books Press. Selwyn, N. (2009). Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34(2), 157-174. Senemoğlu, N. (2007). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Gönül Yayıncılık. Slavin, R. E. (1980). Cooperative learning. Review of educational research,50(2), 315-342 Slavin, R. E. (1985). Team-assisted individualization. In Learning to cooperate, cooperating to learn (pp. 177-209). Springer US. Shen, A., Cheung, C., Lee, M., & Wang, W. (2007). We-Intention to Use Instant Messaging for Collaboration: A Social Influence Model. PACIS 2007 Proceedings, (s. 105-121). Auckland. Shen, A., Lee, M., Cheung, C., & Chen, H. (2010). Gender Differences in Intentional Social Action: We-Intention to Engage in Social Network-Facilitated Team Collaboration. Journal of Information Technology, 152-169. Shiu, H., Fong, J., & Lam, J. (2010). Facebook–education with social networking websites for teaching and learning. In Hybrid learning (pp. 59-70). Springer Berlin Heidelberg. Slish, D. (2005). Assessment of the Use of the Jigsaw Method and Active Learning in Non-majors,Introductory Biology. Bioscene, 4-10. Tuomela, R. (1995). The importance of us: A philosophical study of basic social notions. Stanford, USA. Tuparov, G., & Tuparova, D. The “Jigsaw” Collaborative Method in Blended Learning Course “Computer Games and Education”–Realization in Moodle. InProc. of Int. Conf. Interactive Computer Based Learning ICL2009, Kassel University Press, ISBN (pp. 978-3). Violino, B. (2009). The buzz on campus: Social networking takes hold.Community College Journal, 79(6), 28.