Using Facebook in university educational environments: Considerations and recommendations
Keywords:
Social networks, Facebook, undergraduate education, securityAbstract
Participation of university students in social networking systems is already part of their life and, with the connection from mobile devices, such participation has grown dramatically. The potential of social networks use in educational dynamics has been the subject of many research work, and it has been evident the importance of some implementation aspects; from the negative connotations when using such systems to security issues. There are many publications related to diverse topics related to this, but they are scattered among many sources, making it difficult to identify relevant issues to review when planning social networking incorporation into educational processes. Because of this, and the fact of Facebook being now one of the most used social networking systems, in this report, based on a review of the related literature, following key points are documented: the motives and purposes of using Facebook as a social network system, the perception of students and teachers about its educational application in several areas, the risky behavior by young people and some protective measures. Finally and as a guide, a series of advices is provided for those teachers interested in linking the use of social networks to their educational practice.References
Al-rahmi, Waleed Mugahed & Othman, Mohd Shahizan. (2013). The Impact of Social Media use on Academic Performance among university students: A Pilot Study, vol. 4. Recuperado de https://seminar.utmspace.edu.my/jisri/Volume4.html
Amador, Paul & Amador, Julie. (2014). Academic advising via Facebook: Examining student help seeking. The Internet and Higher Education, vol. 21, pp. 9-16. DOI: http://dx.doi.org/10.1016/j.iheduc.2013.10.003
Arteaga Sánchez, R.; Cortijo, V.; Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, vol. 70, pp. 138-149. DOI: http://dx.doi.org/10.1016/j.compedu.2013.08.012
Aydin, Selami. (2014). Foreign language learners' interactions with their teachers on Facebook. System, vol. 42, pp. 155-163. DOI: http://dx.doi.org/10.1016/j.system.2013.12.001
Baek, Young Min; Kim, Eun-mee; Bae, Young. (2014). My privacy is okay, but theirs is endangered: Why comparative optimism matters in online privacy concerns. Computers in Human Behavior, vol. 31, pp. 48-56. DOI: http://dx.doi.org/10.1016/j.chb.2013.10.010
Blattner, Geraldine. & Lomicka, Lara. (2012). Facebook-ing and the social generation: A new era of language learning, vo. 5., núm. 1. Recuperado de http://alsic.revues.org/2413
Blattner, Geraldine & Fiori, Melissa. (2009). Facebook in the Language Classroom: Promises and Possibilities. Instructional Technology and Distance Learning (ITDL), vol. 6, núm. 1, pp. 17-28. Recuperado de http://www.itdl.org/journal/jan_09/article02.htm
Chakraborty, Rajarshi; Vishik, Claire; Rao, H. Raghav. (2013). Privacy preserving actions of older adults on social media: Exploring the behavior of opting out of information sharing. Decision Support Systems, vol. 55, núm. 4, pp. 948–956. DOI: http://dx.doi.org/10.1016/j.dss.2013.01.004
Cheung, Christy; Chiu, Piu-Yee; Lee, Matthew. (2011). Online social networks: Why do students use facebook? Computers in Human Behavior, vol. 27, núm. 4, pp. 1337-1343. DOI: http://dx.doi.org/10.1016/j.chb.2010.07.028
Collins, Carlton. (2010). Fortify Your Facebook Privacy Settings. Journal of Accountancy. Recuperado de http://www.journalofaccountancy.com/Issues/2010/Jun/20102502.htm
Debatin, Bernhard; Lovejoy, Jennette; Horn, Ann-Kathrin; Hughes, Brittany. (2009). Facebook and online privacy: Attitudes, behaviors, and unintended consequences. Journal of Computer-Mediated Communication, vol. 15, núm. 1, pp. 83-108. DOI: http://dx.doi.org/10.1111/j.1083-6101.2009.01494.x
EDUCAUSE, Center for Applied Research (2012). ECAR study of undergraduate students and information technology 2012 (Research Report). Lousville, CO: EDUCAUSE: Center for Applied Research. de http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf
Egele, Manuel; Moser, Andreas; Kruegel, Christopher; Kirda, Engin. (2012). PoX: Protecting users from malicious Facebook applications. Computer Communications, vol. 35, núm. 12, pp. 1507-1515. DOI: http://dx.doi.org/10.1109/PERCOMW.2011.5766885
Farris-Berg, Kim. (2005). Tech-savvy students stuck in text-dominated schools. Recuperado de http://www.educationevolving.org/studentvoices/pdf/tech_savy_students.pdf
Fog Phillips, Linda; Baird, Derek; Fogg, B. (2013). Facebook for educators. Recuperado de http://www.debaird.net/blendededunet/facebook-for-educators.html
Godwin-Jones, Robert. (2010). Emerging Technologies: Literacies and technologies revisited. Language Learning & Technology, vol. 14, núm. 3, pp. 2-9. Recuperado de http://llt.msu.edu/issues/october2010/emerging.pdf
Gross, Ralph & Acquisti, Alessandro. (2005). Information revelation and privacy in online social networks (the Facebook case). ACM workshop on Privacy in the Electronic Society (WPES). Recuperado de http://www.heinz.cmu.edu/~acquisti/papers/privacy-facebook-gross-acquisti.pdf
Boyd, Danah & Hargittai, Eszter. (2010). Facebook privacy settings: who cares? First Monday, vol. 15, núm. 8. Recuperado de http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3086/2589
Hew, K. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, vol. 27, núm. 2, pp. 662-676. DOI: http://dx.doi.org/10.1016/j.chb.2010.11.020
Hurt, Nicole; Moss, Gregory S.; Bradley, Christen L.; Larson, Lincoln R.; Lovelace, Mathew. (2012). The Facebook effect: college students’ perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning, vol. 6, núm. 2, pp. 1-24. Recuperado de http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1341&context=ij-sotl
Irwin, Christopher; Ball, Lauren; Desbrow, Ben; Leveritt, Michael. (2012). Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, vol. 28, núm. 7, pp. 1221-1232. Recuperado de http://www98.griffith.edu.au/dspace/bitstream/handle/10072/47627/80566_1.pdf?sequence=1
Jong, Bin-Shyan; Lai, Chien-Hung; Hsia, Yen-Teh; Lin, Tsoong-Wuu; Liao, Yu-Syuan. (2014). An exploration of the potential educational value of Facebook. Computers in Human Behavior, vol. 32, pp. 201-211. DOI: http://dx.doi.org/10.1016/j.chb.2013.12.007
Junco, Reynol. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, vol. 58, núm. 1, pp. 162-171. DOI: http://dx.doi.org/10.1016/j.compedu.2011.08.004
Kabilan, Muhammad Kamarul; Ahmad, Norlida; Abidin, Mohamad Jafre Zainol. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, vol. 13, núm. 4, pp. 179-187. DOI: http://dx.doi.org/10.1016/j.iheduc.2010.07.003
Kárpáti, Andrea. (2009). Web 2 technologies for Net Native language learners: a “social CALL”. ReCALL, vol. 21, núm. 2, pp. 139-156. DOI: http://dx.doi.org/10.1017/S0958344009000160
Kirschner, Paul A. & Karpinski, Aryn C. (2010). Facebook® and academic performance. Computers in human behavior, vol. 26, núm. 6, pp. 1237-1245. DOI: http://dx.doi.org/10.1016/j.chb.2010.03.024
Kok, Ayse. (2008). Metamorphosis of the mind of online communities via e-learning. Instructional Technology and Distance Learning, vol. 5, núm. 10, pp. 25-32. Recuperado de http://www.itdl.org/Journal/Oct_08/article03.htm
LaRue, Elizabeth. (2012). Using Facebook as course management software: a case study. Teaching and learning in nursing, vol. 7, núm. 1, pp. 17-22. DOI: http://dx.doi.org/10.1016/j.teln.2011.07.004
Leitch, S. & Warren, M. (2009). Security issues challenging Facebook. Proceedings of the 7th Australian Information Security Management Conference. DOI: http://dx.doi.org/10.4225/75/57b4188730df5
Madden, Mary. (2012). Privacy management on social media sites. Recuperado de http://www.isaca.org/Groups/Professional-English/privacy-data-protection/GroupDocuments/PIP_Privacy%20mgt%20on%20social%20media%20sites%20Feb%202012.pdf
Mazer, J., Murphy, R. & Simonds, Ch. (2007). I'll see you on 'Facebook': The effect of computer-mediated teacher self-disclosure on student motivation, affective learning and classroom climate. Communication Education, vol. 56, núm. 1, pp. 1-17.
McBride, Kara. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. En L. Lomicka & G. Lord (dirs.). The nextgeneration: Social networking and online collaboration in foreign language learning. CALICO Monograph Series (pp. 35-58), vol. 8. San Marcos, TX: CALICO.
Mills, Nicole. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, vol. 28, núm. 2, pp. 345-368. Recuperado de http://eric.ed.gov/?id=EJ923363
O’Neill, Nick. (2011). The 10 Facebook Privacy Settings You Need To Know. Recuperado de http://www.adweek.com/socialtimes/facebook-privacy-settings/335060
Prensky, Marc. (2001). Digital Natives, Digital Immigrants. DOI: http://dx.doi.org/10.1108/10748120110424816
Prensky, Marc. (2006). Listen to the Natives. Recuperado de http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200512_prensky.pdf
Voorn, Ronald & Kommers, Piet. (2013). Social media and higher education: introversion and collaborative learning from the student’s perspective. J. Social Media and Interactive Learning Environments, vol. 1, núm. 1, pp. 59–73. DOI: http://dx.doi.org/10.1504/IJSMILE.2013.051650
Kasper, G. (1997). The role of pragmatics in language teaching education. En K. Bardovi-Harlig & B. Hartford (eds.). Beyond Methods: Components of Second Language Teacher Education (pp. 113-155). Nueva York: McGraw-Hill.
Rovai, Alfred. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, vol. 5, pp. 319-332. DOI: http://dx.doi.org/10.1016/S1096-7516(02)00130-6
Roblyer, M. et al. (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, vol. 13, núm 3, pp. 134-140. DOI: http://dx.doi.org/10.1016/j.iheduc.2010.03.002
Schwartz, Harriet. (2009). Facebook: The new classroom commons? The Chronicle Review. Recuperado de http://www.chronicle.com/article/Facebook-The-New-Classroom/48575/
Smith, Shannon; Caruso, Judy; Kim, Joshua. (2010). Research Study. ECAR study of undergraduate students and information technology, vol. 6. Boulder, CO: EDUCAUSE Center for Applied Research. Recuperado de http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333
Stevenson, Megan & Liu, Min. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, vol. 27, núm. 1, pp. 233-259. Recuperado de http://eric.ed.gov/?id=EJ871893
Stutzman, Frederic. (2006). An Evaluation of Identity-Sharing Behavior in Social Networking Communities. iDMAa Journal, vol. 3, núm. 1. Recuperado de http://www.units.muohio.edu/codeconference/papers/papers/stutzman_track5.pdf
Young, Alyson & Quan-Haase, Anabel. (2009). Information revelation and internet privacy concerns on social network sites: A case study of Facebook. En 4th International Conference on Communities and Technologies, 265–274. Nueva York: ACM. DOI: http://dx.doi.org/10.1145/1556460.1556499
Wang, Na ; Xu, Heng ; Grossklags, Jens. (2011). Third-party apps on Facebook: privacy and the illusion of control. Recuperado de http://personal.psu.edu/nzw109/papers/Wang_chimit_2011.pdf
Windham, Carie. (2005). Father Google & mother IM: Confessions of a Net Gen learner. Educause Review, vol. 40, núm. 5, pp. 43-58. Recuperado de http://net.educause.edu/ir/library/pdf/erm0552.pdf
Williams, Jennifer; Feild, Carinda; James, Kristina. (2011). The effects of a social media policy on pharmacy students’ Facebook security settings. American Journal of Pharmaceutical Education, vol. 75, núm. 9, p. 177. DOI: http://dx.doi.org/10.5688/ajpe759177
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
