e-Tutor: understanding the use of Facebook for informal learning through the lens of uses and gratifications theory

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
R. Ali
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引用次数: 0

Abstract

Purpose The purpose of this study is to describe university students’ motivations for using Facebook as an informal learning tool and explore the key barriers that may inhibit learning on the social media platform. Design/methodology/approach A case study approach was adopted in this study. Participants were 82 university students who participated in “e-Tutor” – an informal learning activity, conducted through Facebook. Focus group interviews were conducted, and students’ interactions on Facebook were also analysed to understand their motives for using the social media platform for learning. The uses and gratifications theory was used to explore student motivations for participating in the learning activity. Findings Results suggest that students perceived Facebook as a potential tool for learning and identified multiple motivating factors for their participation that included information seeking, convenience, connectedness, entertainment and reward seeking. Results also show that time constraints, social anxiety and cultural issues may inhibit learners’ active participation on social media platforms such as Facebook. Originality/value This study outlines an approach to use readily available and low-cost technological tools in learning design and provides some insights for teachers to design ubiquitous and personalised learning environments for students using such technologies, particularly social media. Specifically, Facebook offered a way to engage students in informal learning which can supplement students’ formal learning trajectories at university. While the uses and gratifications students sought through Facebook had an overall positive effect on their participation in e-Tutor activity, certain barriers can impede student active participation in learning environments on social media sites such as Facebook.
e-Tutor:通过使用和满足理论来理解Facebook在非正式学习中的使用
本研究的目的是描述大学生使用Facebook作为非正式学习工具的动机,并探讨可能阻碍在社交媒体平台上学习的主要障碍。设计/方法/方法本研究采用个案研究法。参与者是82名大学生,他们参加了“e-Tutor”——一项通过Facebook进行的非正式学习活动。进行了焦点小组访谈,并分析了学生在Facebook上的互动情况,以了解他们使用社交媒体平台进行学习的动机。运用使用与满足理论探讨学生参与学习活动的动机。研究结果表明,学生们将Facebook视为一种潜在的学习工具,并确定了他们参与其中的多种激励因素,包括寻求信息、方便、联系、娱乐和寻求奖励。研究结果还表明,时间限制、社交焦虑和文化问题可能会抑制学习者积极参与Facebook等社交媒体平台。原创性/价值本研究概述了一种在学习设计中使用现成的低成本技术工具的方法,并为教师提供了一些见解,以便使用这些技术,特别是社交媒体,为学生设计无处不在的个性化学习环境。具体来说,Facebook提供了一种让学生参与非正式学习的方式,可以补充学生在大学的正式学习轨迹。虽然学生通过Facebook寻求的使用和满足对他们参与e-Tutor活动有总体的积极影响,但某些障碍会阻碍学生积极参与Facebook等社交媒体网站上的学习环境。
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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