Abstract
This paper describes how Facebook was integrated into a university course to help students better engage with course material, each other and the instructor. The Groups feature of Facebook allowed students and the instructor to interact and share information with one another on Facebook without having to “friend” each other, allowing each person to maintain privacy over his/ her Facebook content. Researchers tracked Facebook activity throughout the semester and conducted a survey with students to better understand their Facebook behavior and perceptions about the use of Facebook as part of the course. The use of Facebook was optional for students and an alternative for another assignment. Fifty-two of 60 (87%) students chose the Facebook option. Over the course of the semester, students wrote 283 unique posts related to course content, and these generated 840 comments. Findings from the survey showed that many students thought the Facebook Group made a positive impact on their understanding of course concepts, their overall performance and their enjoyment of the course. Moreover, most thought the Facebook Group had a positive impact on their relationship with other students and the professor. Recommendations are provided for faculty interested in using Facebook in the college classroom.
 13. McCole_NACTA Journal.pdf | [ ] | 278 kB |
