Pre-Service Teachers' Perceptions about Facebook Usage

Yıl 2016, Cilt: 1 Sayı: 1, 18 - 31, 01.01.2016

Serdar Ciftci

Öz

The purpose of the current study is to examine the students’ viewpoints about the usage of Facebook for general and academic purposes. The participants of the qualitative study are formed by 153 students from faculty of education. The students used Facebook for three semesters in order to share their knowledge about their classes. Facebook group is arranged as a closed group being managed by themselves. The data has been collected by open-ended interview questions in the current study. The data has been analyzed with content analysis method. According to the results, students use Facebook intensely and regularly. It is also seen as a quick and efficient way of communication when used for educational purposes. Students perceive Facebook as a valuable extent of their real lives. It can be concluded that Facebook is efficient when starting communications and belonging to a group.

Anahtar Kelimeler

Facebook, class knowledge sharing, social network sites, opinions of teacher candidates, qualitative analysis

Kaynakça

• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.
• Bartlett-Bragg, A. (2006). Reflections on pedagogy: reframing practice to foster informal learning with social software. Retrieved 01.09.2014 from http://matchsz.inf.elte.hu/tt/docs/Anne20Bartlett-Bragg.pdf.
• Boyd, D. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In P. A. Zizi (Ed.), Networked self: Identity, community, and culture on social network sites (pp. 39-58). Retrieved 01.09.2014, http://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf.
• Boyd, D. M., & Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1): 210-230. Retrieved 01.09.2014, from http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/pdf.
• Bumgarner, B. A. (2007). You have been poked: exploring the uses and gratifications of Facebook among emerging adults. First Monday, 22(11). Retrieved 01.09.2014, http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2026/1897.
• Cheung, C. M. K., Chiu, P. Y., & Lee, M. K. O. (2011). Online social networks; why do students use Facebook? Computers in Human Behavior, 27(4), 1337–1343.
• Deng, L. & Tavares, N. J. (2013). From Moodle to Facebook: Exploring students’ motivationand experiences in online communities. Computers & Education, 68, 167-176.
• Duggan, M., & Brenner, J. (2013). The demographics of social media users – 2012. PEW Internet and American life project. PEW Research Center. Retrieved from http://pewinternet.org/Reports/2013/Social-media-users.aspx.
• Ellison, N. B., Steinfield, C., Lampe, C. (2011). Connection strategies: Social capital implications of Facebook-enabled communication practices. New Media & Society, 13(6), 873-892.
• Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 276–297.
• Hewitt, A., & Forte, A. (2006). Crossing boundaries: Identity management and student/faculty relationships on the Facebook. Poster presented at CSCW, Banff, Alberta, 1-2.
• Huang, E. Y., Lin, S.W., & Huang, T. K. (2011). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338–349.
• Hughes, D. J., Rowe, M., Batey, M., & Lee, A. (2012). A tale of two sites: twitter vs. facebook and the personality predictors of social media usage. Computers in Human Behavior, 28(2), 561–569.
• Jacobsen, W. C., & Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior, and Social Networking, 14(5), 275–280.
• Junco, R. (2012). Too much face and not enough books: the relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, .doi:10.1016/j.chb.2011.08.026.
• Junco, R., and S. R. Cotten. 2012. “No A 4 U: The Relationship Between Multitasking and Academic Performance.” Computers & Education, 59(2), 505–514.
• Kalin, J. (2012). Doing what comes naturally? Students perceptions and use of collaborative technologies. International Journal for the Scholarship of Teaching and Learning, 6(1),1–21.
• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Human Behavior, 26, 1237–1245.
• Lin, P., Hou, H., Wang, S. & Chang, K., (2013) Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course, Computers and Education, 60(1), 110–121.
• Lockyer, L., & Patterson, J. (2008). Integrating social networking technologies in education: a case study of a formal learning environment. In. Proceedings of 8th IEEE international conference on advanced learning technologies (pp. 529e533). Spain: Santander.
• Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: “it is more for socialising and talking to friends about work than for actually doing work”. Learning, Media and Technology, 34(2), 141–155.
• Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational use of Facebook. Computers & Education, 55(2), 444–453.
• Meishar-Tal, H., Kurtz, G., & Pieterse, E. (2012). Facebook groups as LMS: A case study. The International Review of Research in Open and Distance Learning, 13(4), 33-48. Retrieved 01.09.2014, http://www.irrodl.org/index.php/irrodl/article/view/1294/2295
• Mejias, U. (2005). Nomad's guide to learning and social software. Retrieved 01.09.2014, http://blog.ulisesmejias.com/2005/11/01/a-nomads-guide-to-learning-and-social-software/.
• Prescott, J., Wilson, S., & Becket, G. (2013). Facebook use in the learning environment: do students want this?. Learning, Media and Technology, 38(3).
• Schroeder, J., & Greenbowe, T. (2009). The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory. Innovate: Journal of Online Education, 5(4), Available at: http://nsuworks.nova.edu/innovate/vol5/iss4/3
• Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174.
• Smith, S. D., & Caruso, J. B. (2010). The ECAR study of undergraduate students and information technology. Boulder, CO: EDUCAUSE. Retrieved 01.09.2014 http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333.
• Stutzman, F. (2006, April). Our lives, our facebooks. In Paper presented at the 26th INSNA conference, in Vancouver, Canada.
• Traxler, J. (2007). Advising without walls: An introduction to Facebook as an advising tool. Academic Advising Today, 30(1) Retrieved 12.12.2010, http://www.nacada.ksu.edu/AAT/NW30_1.htm#10