Use of Facebook as a medium for asynchronous learning: perceptions among undergraduate industrial technology students at a public higher education institution in the Philippines
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Published
Jun 20, 2021
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Abstract
The online social networking, Facebook has gained much popularity among the public primarily for interactions and for the exchange of information. However, the extent of the benefits of this social networking platform in facilitating students’ learning needs to be assessed. A quantitative descriptive study was conducted to determine the perceptions of undergraduate industrial technology students in a public university of using this social networking platform as one of the tools for asynchronous learning. Seventy (70) randomly selected respondents were asked to answer some questions related to their perceptions of using Facebook in their learning activities. The respondents, as a whole group, had a “Favorable” perception towards using Facebook as a learning tool for asynchronous learning. There were no significant differences in the perception of using Facebook when the respondents were grouped according to sex, length of membership and the time spent on using the social network. Respondents who had low scholastic standing had a “Strongly Favorable” perception towards Facebook as a learning tool and their level of perception was significantly different from both groups with average and high scholastic status. There was a weak correlation between the level of perception towards the use of Facebook and the different independent variables and the degree of relationship was not significant. Nevertheless, Facebook can still be used as a platform to create awareness among students about their lessons in school and can be used as one of the avenues to help students who are weak academically through online tutorials and correspondence.
How to Cite
Caipang CLMA, Porras AP, Caipang CMA. 2021. Use of Facebook as a medium for asynchronous learning: perceptions among undergraduate industrial technology students at a public higher education institution in the Philippines. The Palawan Scientist. 13(1):78–89. https://doi.org/10.69721/TPS.J.2021.13.1.06.
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Keywords
academic performance, e-learning, network, online learning, social media
References
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Shroyer M, Backe K and Powell J. 1995. Developing a Science Curriculum that Addresses the Learning Preferences of Male and Female Middle Level Students. In: Baker D and Scantlebury K (eds). Science “Coeducation”: Viewpoints for Gender, Race and Ethnic Perspectives. (NARAST Monograph 7), National Association for Research in Science Teaching. USA. pp. 88-107.
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Vivian R. 2011. University Students’ Informal Learning Practices Using Facebook: Help or Hindrance? Communications in Computer and Information Science, 177: 254-267. DOI: 10.1007/978-3-642-22383-9_21.
Wang Y and Chen N. 2007. Online synchronous language learning: SLMS over the Internet. Innovate, 3(3): 1−7.
Weber K and Custer R. 2005. Gender-based preferences toward technology education content, activities, and instructional methods. Journal of Technology Education, 16(2): 55-71.
Wenger E, McDermott R and Snyder WM. 2002. Cultivating Communities of Practice: A Guide to Managing Knowledge. Harvard Business School Press, Boston, MA. 284pp.
Barczyk CC and Duncan DG. 2013. Facebook in higher education courses: an analysis of students’ attitudes, community of practice, and classroom community. International Business and Management, 6: 1-11.
Boulos MN and Wheeler S. 2007. The emerging Web 2.0 social software: An enabling suite of sociable technologies in health and health care education. Health Information and Libraries Journal, 24: 2-23.
Boyd DM and Ellison NB. 2008. Social network sites: Definition, history, and scholarship. Journal of Computer -Mediated Communication, 13: 210-230.
Cain J. 2008. Online social networking issues within academia and pharmacy education. American Journal of Pharmaceutical Education, 72(1): Article 10.
Chen PD, Guidry KR and Lambert AD. 2009. Engaging online learners: A quantitative study of postsecondary student engagement in the online learning environment. Paper presented at the 2009 American Educational Research Association Annual Conference. San Diego, California.
Fewkes AM and McCabe M. 2012. Facebook: learning tool or distraction? Journal of Digital Learning in Teacher Education, 28(3): 92-98.
Hilton J and Plummer K. 2012. To Facebook, or not to Facebook? Digital Culture and Education, 4: 203-217.
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, 28: 187-198.
Kabilan KK, Ahmad N and Abidin MJZ. 2010. Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13: 179–187.
Kasi B and Dugger JC. 2000. Gender equity in industrial technology: the challenge and recommendations. Journal of Industrial Technology, 16(4): 1-9.
Kulatunga A, Shaw R and Nelson M. 1999. NAIT demographics study-1997. Journal of Industrial Technology, 15(2): 1-7.
Lave J and Wenger E. 1991. Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge. 138pp.
Madge C, Meek J, Wellends J and Hooley T. 2009. Facebook, social integration and informal learning at university: it is more for socializing and talking to friends about work than for actually doing work. Learning, Media and Technology, 34: 141-155.
Meishar-Tal H, Kurtz G and Pieterse E. 2012. Facebook groups as LMS: A case study. The International Review of Research in Open and Distributed Learning, 13: 33-48.
Roblyer MD, McDaniel M, Webb M, Herman J and Witty JV. 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: 134-140.
Rovai AP. 2002. Development of an instrument to measure classroom community. The Internet and Higher Education, 5: 197-211.
Schwartz B. 2011. Facebook Losing Users? Search Engine Roundtable. http://www.seroundtable.com/facebook-marketshare13554.html. Accessed on 20 February 2019.
Selwyn N. 2009. Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34: 157–174.
Shroyer M, Backe K and Powell J. 1995. Developing a Science Curriculum that Addresses the Learning Preferences of Male and Female Middle Level Students. In: Baker D and Scantlebury K (eds). Science “Coeducation”: Viewpoints for Gender, Race and Ethnic Perspectives. (NARAST Monograph 7), National Association for Research in Science Teaching. USA. pp. 88-107.
Silius K, Miilumäki T, Huhtamäki J, Tebest T, Meriläinen J and Pohjolainen S. 2010. Students’ motivations for social media enhanced studying and learning. Knowledge Management and E-Learning: An International Journal, 2: 51-67.
Vivian R. 2011. University Students’ Informal Learning Practices Using Facebook: Help or Hindrance? Communications in Computer and Information Science, 177: 254-267. DOI: 10.1007/978-3-642-22383-9_21.
Wang Y and Chen N. 2007. Online synchronous language learning: SLMS over the Internet. Innovate, 3(3): 1−7.
Weber K and Custer R. 2005. Gender-based preferences toward technology education content, activities, and instructional methods. Journal of Technology Education, 16(2): 55-71.
Wenger E, McDermott R and Snyder WM. 2002. Cultivating Communities of Practice: A Guide to Managing Knowledge. Harvard Business School Press, Boston, MA. 284pp.
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