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Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 3 (Dec., 2016) |
Effectiveness and obstacle of using Facebook as a tool to facilitate student-centred learning in higher education
Irene Nga Yee CHENG
Department of Science and Environmental Studies, The Education University of Hong Kong, HONG KONG, CHINA
E-mail: nycheng@eduhk.hkJanet Kit Yan CHAN
School of Biological Sciences, The University of Hong Kong, HONG KONG, CHINA
E-mail: chanjky@hku.hkSuria Suet Yee KONG
Faculty of Education, The University of Hong Kong, HONG KONG, CHINA
E-mail: suriakong@hku.hkKenneth Mei Yee LEUNG
School of Biological Sciences and Swire Institute of Marine Science, The University of Hong Kong, HONG KONG, CHINA
E-mail: kmyleung@hku.hkReceived 30 Jun., 2016
Revised 27 Dec., 2016
Contents
- Abstract
- Introduction
- Methodology: Research Design
- Findings
- Disscussion
- Concluding remarks
- References
Blended learning which combines face-to-face and online experiences of students by integrating technology into the curriculum is increasingly prevalent in university education. In a context of long time arguments on the educational value of using social networking websites on teaching and learning, this study was conducted in two higher education institutes in Hong Kong, seeking to examine the advantages and challenges of using Facebook for sharing students' assignments, and the achievement of the course objectives in two courses. Results revealed that course assessment in Facebook could facilitate student interaction and their knowledge construction. Privacy, however, is found to be an issue that needs to be looked into specifically in order to facilitate a safe and comfortable educational learning experience of students.
Keywords: assessment; blended learning; Facebook; higher education; knowledge construction; social networking site; privacy
