Bridging Theory and Practice Using Facebook: A Case Study
Education Sciences
; 12(5):355, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1870630
ABSTRACT
In the past few years, Facebook has been increasingly studied for academic purposes due to its potential benefits to undergraduate education. Problems commonly found in university education include the lack of course engagement and the gap between theory and practice. This research contributes to the literature by investigating the impact of incorporating a non-mandatory Facebook group on learning outcomes. The analysis was done using a Taguchi method design, conducted with three two-level controlled factors (term, Facebook, and teacher). Results indicated that the students who participated in Facebook groups were more engaged with the course and applied theoretical knowledge to real-life problems better than students who learned under traditional instructional designs. Moreover, the use of Facebook groups led to better evaluation of teachers by the students. Furthermore, the student academic impact (knowledge and competence) was higher even though this complementary activity was not included in the course grade. We concluded that Facebook groups are excellent support tools that boost student engagement and their understanding of theoretical concepts and applying them in practice.
Education; Taguchi method; social network; Facebook; real-life problems; student engagement; higher education; educational innovation; Teaching; Industrial engineering; Design of experiments; Social networks; Proposals; Supply chains; International organizations; University students; Critical thinking; Influence; Teachers; Learning; COVID-19; Statistical analysis
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Case report
Language:
English
Journal:
Education Sciences
Year:
2022
Document Type:
Article
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