Facebook as an academic learning platform: A case study in Mathematics
AbstractThe paper discusses the impact of the use of Facebook as a supporting learning platform for a course in Mathematics at the undergraduate level. After the examination of some critical issues of Facebook in a learning framework, we analyze data on the usage the page (total reach and number of engaged users) and the results of a survey taken by 217 students. Their appreciation for Facebook in such a context is stark and improvements of qualitative aspects of academic performance are perceived. Studying a subset of data tagged with ID information, we also investigate the quantitative performance (i.e., grades) in connection with the level of Facebook activity and usefulness. We find some evidence of positive correlation of grades and several variables. This is at odds with other studies, where active users experienced poorer performance when the use of Facebook is not related to academic work.
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Bibliographic InfoPaper provided by Department of Economics, University of Venice "Ca' Foscari" in its series Working Papers with number 2012_01.
Length: 23 pages
Date of creation: 2012
Date of revision:
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Web page: http://www.unive.it/dip.economia
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Facebook; learning platforms; academic performance.;
Find related papers by JEL classification:
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search, Learning, and Information
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- William T. Alpert & Oskar R. Harmon & Joseph Histen, 2012. "Online Discussion and Learning Outcomes," Working papers, University of Connecticut, Department of Economics 2012-35, University of Connecticut, Department of Economics.
- Oskar Harmon & William Alpert & Joseph Histen, 2014. "Online Discussion and Learning Outcomes," International Advances in Economic Research, Springer, Springer, vol. 20(1), pages 33-44, February.
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