A Case Study Exploring Junior High School Students’ Interaction Behavior in a Learning Community on Facebook: Day and Time
Keywords:
Learning community; Facebook, Interaction behaviorAbstract
Because Facebook has become another site where students
spend much of their time, more and more teachers and researchers
conduct teaching activities on Facebook. As a result, teachers must
understand the students’ interaction behaviors in Facebook groups
before creating a learning community on Facebook. This research aimed
to explore teachers’ posts, students’ posts and student’s responses (read,
like, and reply) to posts. The results showed that students preferred to
reply to teachers’ posts instead of students’ posts. Students participated
in online interactions mostly at night, before weekends and between
8:00 pm and midnight on school nights. Thus, it is recommended that
teachers be aware of students’ online interaction behaviors so they can
arrange appropriate schedules and actively post articles to allow student
discussion.
References
Aydin, S. (2012). A review of research on Facebook as an educational environment.
Educational technology research and development, 60(6), 1093-1106.
Albayrak, D., & Yildirim, Z. (2015). Using Social Networking Sites for Teaching and
Learning Students' Involvement in and Acceptance of Facebook® as a Course
Management System. Journal of Educational Computing Research, 52(2), 155-
Barbera, E. (2009). Mutual feedback in e–portfolio assessment: An approach to the
netfolio system. British Journal of Educational Technology, 40(2), 342–357.
Chang, W. J (2014). Group Communication and Interaction in Project-based Learning:
The Use of Facebook in a Taiwanese EFL Context. International Journal of
Learning, Teaching and Educational Research, 1(1), 108-130.
Hou, H. T., Wang, S. M., Lin, P. C., & Chang, K. E. (2013). Exploring the learner’s
knowledge construction and cognitive patterns of different asynchronous
platforms: comparison of an online discussion forum and Facebook. Innovations
in Education and Teaching International, (ahead-of-print), 1-11.
Hartnett, J. L., Rosielle, L. J., & Lindley, L. D. (2015). Crowdsourcing Your Major: Using
Facebook to Encourage Faculty-Student Interaction and Student Engagement.
Essays from E-xcellence in Teaching Volume XIV, 35.
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,
(2), 141–155.
Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook.
Computers & Education, 55(2), 444–453.
McCarthy, J. (2013). Learning in Facebook: First year tertiary student reflections from
to 2011. Australasian Journal of Educational Technology, 29(3). 337-356.
Sharma, R., Goodwin, R., & Wilkinson, B. (2014, January). Can a Facebook Group Serve
as an Additional Learning Resource for Introductory Programming Students?.
In International Conference on Infocomm Technologies in Competitive
Strategies (ICT). Proceedings (p. 114). Global Science and Technology Forum.
Staines, Z., & Lauchs, M. (2013). Students' engagement with Facebook in a university
undergraduate policing unit. Australasian Journal of Educational
Technology, 29(6), 792-805.
Tsovaltzi, D., Puhl, T., Judele, R., & Weinberger, A. (2014). Group awareness support
and argumentation scripts for individual preparation of arguments in Facebook.
Computers & Education, 76, 108-118.
Wang, S. M., & Hou, H. T. (2014, July). Exploring Learners' Cognitive Processing
Behavioral Patterns of a Collaborative Creativity Project Using Facebook to
Support the Online Discussion. In Advanced Learning Technologies (ICALT),
IEEE 14th International Conference on (pp. 505-507). IEEE.
Whittaker, A. L., Howarth, G. S., & Lymn, K. A. (2014). Evaluation of Facebook© to
create an online learning community in an undergraduate animal science
class. Educational Media International, 51(2), 135-145.
Wu, S. Y., Hou, H. T., Hwang, W. Y., & Liu, E. Z. F. (2013). Analysis of Learning
Behavior in Problem Solving-based and Project-based Discussion Activities
within the Seamless Online Learning Integrated Discussion (SOLID) System.
Journal of Educational Computing Research, 49(1), 61–82.
Zhong, C., Salehi, M., Shah, S., Cobzarenco, M., Sastry, N., & Cha, M. (2014, April). Social
bootstrapping: how pinterest and last. fm social communities benefit by
borrowing links from facebook. In Proceedings of the 23rd international
conference on World Wide Web (pp. 305-314). International World Wide Web
Conferences Steering Committee.
Downloads
Published
Issue
Section
License
Copyright (c) 2015 Chun-Jung Chen, Sheng-Yi Wu
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
