ABSTRACT
Using technology and social networking sites in education has become a variable that should be considered and utilized by educators to cope with learners' needs and demands in the era of the technological revolution, especially after the COVID-19 pandemic. This study aimed at reviewing and analyzing the benefits of using one of the social networking sites (Facebook) in foreign language instruction, particularly teaching and learning English at higher educational institutions. A meta-analysis qualitative approach was followed as thirty-three studies were reviewed, summarized and synthesized based on predetermined criteria and procedures. The findings revealed five main roles and benefits that Facebook as a Web 2.0 technology can have in foreign language instruction, which were: (a) the impact of using Facebook on adult learners' engagement;(b) the impact of using Facebook on improving college students' academic performance and achievement;(c) the role of using Facebook in supporting cross-cultural awareness and collaborative learning;(d) the role of using Facebook in enhancing the interactive and communicative learning;(e) the role of using Facebook in immersing students in a meaningful learning experience. Accordingly, some conclusions and recommendations were suggested. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
ABSTRACT
As the shift to distance learning was abrupt due to the COVID-19 pandemic, neither university students nor instructors were fully prepared. There was a real demand, therefore, for adopting principles that belong to Education 3.0 in higher education institutions as this pandemic might not be the last. This study aimed at evaluating to what extent the principles of Education 3.0 based on the heutagogical approach could be applied at universities. To achieve this target, a mixed approach was followed by utilizing two instruments;a questionnaire and semi-structured interviews. A total of (200) students and (10) instructors from Birzeit University (BZU) were the participants. Data that emerged from the questionnaire were statistically analyzed, whereas the interviewees' responses were qualitatively content-analyzed and grouped into main themes. The findings revealed that some principles of Education 3.0 have not been fully applied yet at BZU, such as supporting the learners' self-determination;the individualization of teaching methods and strategies;blending synchronous online teaching mode with the face-to-face;empowering and coaching students to build personal learning environments with using multiple tools of authentic and real-life evaluations. Accordingly, it was recommended that universities worldwide as well as other higher education institutions should adopt the principles of Education 3.0 to make the shift to distance learning smooth for both students and instructors, especially by using flexible curricula and open learning resources;empowering students to determine their needs, objectives and personal learning environments;individualizing the teaching methods;and avoiding "One-size fits all” strategies. © 2023 Conscientia Beam. All Rights Reserved.