Assessing the uses and impacts of Facebook for teaching and learning in classroom education contexts in Malaysian universities

Abstract

This study examined the uses of Facebook by lecturers and students in classrooms and their outcomes and impacts for teaching and learning practices in Malaysian higher education. The research objectives were to identify how and why lecturers and students use Facebook as a teaching and learning platform in a formal classroom environment, and to evaluate how lecturers and students perceive the outcomes and impacts of Facebook for teaching and learning practices. A multiple-methodology design using a number of qualitative methods was adopted. Empirical data were collected through: (1) semi-structured interviews with eight lecturers and 12 students from seven Malaysian universities; (2) participant virtual observation of two Facebook closed-group pages; and (3) content analysis of 38 students’ reflection journals. Findings revealed that the use of Facebook by Malaysian lecturers and students of this study arises due to its affordances for teaching and learning in classroom education, including ease of use and usefulness for reaching out to students, supporting online discussions, and interactivity. However, participants felt that disadvantages and challenges of using Facebook in formal learning environments do exist. This study provides in-depth insights about the adoption of Facebook by students and lecturers in formal classroom education for enhancing learning experiences as well as supporting and improving teaching practices. The study contributes to current understanding about how and why lecturers and students leverage social media technologies as teaching and learning tools as well as how Facebook enhances engagement and communication among students and with their lecturers. Original contributions from this study are: the identification of similarities of and differences between lecturers’ and students’ uses and perspectives on Facebook in formal learning environments; the presentation of theoretical frameworks related to factors that affect uses and impacts of Facebook for teaching and learning in classroom education in Malaysian universities; as well as an analysis and identification of elements of Facebook features which support learning per se and the management of learning. Ultimately, it contributes to a growing body of empirical research about uses and impacts of social media technologies for classroom education in Malaysian higher education.