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Facebook as an academic learning platform: A case study in Mathematics


  • Paolo Pellizzari

    () (Department of Economics, University Of Venice C� Foscari)


The 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.

Suggested Citation

  • Paolo Pellizzari, 2012. "Facebook as an academic learning platform: A case study in Mathematics," Working Papers 2012_01, Department of Economics, University of Venice "Ca' Foscari".
  • Handle: RePEc:ven:wpaper:2012_01

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    Cited by:

    1. Oskar Harmon & William Alpert & Joseph Histen, 2014. "Online Discussion and Learning Outcomes," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 20(1), pages 33-44, February.
    2. repec:kap:iaecre:v:20:y:2014:i:1:p:33-44 is not listed on IDEAS

    More about this item


    Facebook; learning platforms; academic performance.;

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness


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