Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment

Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of...

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Veröffentlicht in:Journal of computer assisted learning Jg. 29; H. 6; S. 487 - 504
Hauptverfasser: Manca, S., Ranieri, M.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Oxford Blackwell Publishing Ltd 01.12.2013
Wiley-Blackwell
Blackwell
Wiley Subscription Services, Inc
Schlagworte:
Barriers
Biological and medical sciences
CAI
Computer assisted instruction
Cultural Influences
cultural issue
Education
Educational Environment
Educational Objectives
Educational psychology
Educational Resources
Educational Technology
Facebook
Focusing
Fundamental and applied biological sciences. Psychology
Guidelines
implicit pedagogies
Learning
Literature Reviews
Pedagogy
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
School environment
social networking sites
Social Networks
Teachers
Teaching Methods
Technology Integration
Technology Uses in Education
technology-enhanced learning
Social environment
Human
Social media
Social network
Review
Learning
Acquisition process
Pedagogy
cultural issue
Cultural environment
implicit pedagogies
Critical study
Internet
technology-enhanced learning
Web site
Facebook
social networking sites
Tool
ISSN:0266-4909, 1365-2729
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Zusammenfassung:Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology‐enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer‐reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
Bibliographie:ark:/67375/WNG-68W4KTVG-0
istex:9CEDE4AEA6D4C57B8F7017327AFA49CBB1C9713B
ArticleID:JCAL12007
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.12007