Facebook as an alternative to learning management system for tertiary teaching and learning purposes in a Malaysian university

(0 User reviews)   60
By Emmanuel Gide Posted on Oct 21, 2020
In Category - COMPUTER SCIENCE
ANONYMOUS
The purpose of this phenomenological study was to discover and understand the lived experiences of English subjects teachers in college who were using Facebook in their teaching and to explore their views on it amidst pitfalls at the University of Mindanao Tagum College, St. Mary’s College of Tagum, Inc., University of Southeastern Philippines Tagum Campus, and ACES Tagum College. 98 PAGES | CHAPTER 1-5

INTRODUCTION

                 “How do I properly use Facebook in the classroom? What are the golden Facebook rules for teachers? How can as a teacher utilize Facebook in the classroom?”

  • Pappas

 

            According to Pappas (2013), these are the common questions that serve as a challenge to a teacher who is handling 21st century learners. He further stated that most students from kindergarten up to university would rather socialize than study.  He then suggested why not meet them on their own ground by using Facebook as an interactive learning tool. He enthused teachers to bring learning to an area in which students enjoy using by including Facebook as part of their class culture. He concluded that not only will instructors engage students, but they will also teach them how to responsibly use social media.  Thus, he added that in our age of fast-paced technology, it is important to properly include social media sites like Facebook in a meaningful, professional, and engaging way that reaches every learner and encourages inclusion and participation.

            Undeniably, social network sites (SNSs) like Facebook have become conventional in the lives of young adults around the world. In an article written by Rose (2014), technological tools like Facebook can provide opportunities for ESL (English as a Second Language) students to become involved with English-speaking communities outside of the language classroom. However, it is unclear what value these students might place on Facebook in relation to their English learning, especially within the context of an intensive English program (IEP).

                 In line with this, Bumgardner and Knestis (2011) posted that social networking has quickly transformed how people of all ages work, play and shop—and even how we elect presidents. They added that the 2010 Pew Study illustrated that it has become an integral part of the world beyond K to 12 schools. It was also cited that in the two years prior to the study, usage among millennials (ages 18 to 33) rose from 67 percent to 83 percent, every generation 45 and older more than doubled its participation, and adults 74 and older quadrupled their participation (from 4 percent to 16 percent).

            According to Facebook official page (2015) in the Philippines, teachers use their accounts on Facebook for many purposes. One of these is to be updated on the latest announcements of their organizations, for example, the Community of Filipino English Teachers, Inc. (CoFET), Philippine Association for Teacher Education (PAFTE), and even the Department of Education (DepEd) and Commission on Higher Education (CHED). These four organizations have their Facebook accounts to post news and updates. Another purpose is that Facebook is considered to be a virtual bulletin board in which teachers post announcements related to their subjects.

            In Tagum City, most of the academic institutions situated in this place may it be a public or private regulate the use of internet in their computer laboratory as cited by Dela Peña (2012) on her quantitative study. In St. Mary’s College of Tagum, its administration had created its official website and Facebook account, for the people to be informed with the latest information of the school. With this, internet paves the way for teachers and students to use social networking sites such as Facebook, Instagram and Twitter in having their virtual communication to post assignments and written projects, as well as to further discuss clarifications related to their subjects.

            In line with this, as an English teacher, I found a need to integrate Facebook in my teaching since I observed somehow that my students tend to be more participative and active in expressing and in sharing their ideas online than in the actual classroom maybe because of their self – concept that they are afraid to be judged by the teacher or their classmates. Moreover, in the classroom, for both teacher and students, boredom is a ubiquitous feature. Many teachers turn to technology to increase participation.

            However, I was concerned to compare and evaluate if my Facebooking as an English teacher is also parallel with the other educators. Also, I was eager to learn other ways in utilizing Facebook from the results of this study so that somehow I could also use the same things in having the said social media application for my classes.

98 PAGES | CHAPTER 1-5

There are no reviews for this eBook.

0
0 out of 5 (0 User reviews )

Add a Review

Your Rating *

Related Topics