Pedagogical Innovation within Facebook: A Case Study in Tertiary Education in Palestine

Khitam Yousuf Shraim

doi:10.3991/ijet.v9i8.3805

Abstract

The proliferation of Facebook use among students and teachers has created a new learning culture by providing innovative ways for teachers to enable learners to engage actively in different learning activities. This paper investigates the potential use of the Facebook social network site to support faculty in implementing a social constructivist approach to facilitate student-centred learning. To alleviate problems arising from poor student engagement in large classes, 240 students from An-Najah National University, Palestine, enrolled in four sections of an undergraduate Educational Technology course, were encouraged to participate in a number of formative activities through Facebook. A mixed-methods case study approach was followed. The quantitative data from a questionnaire were analyzed and triangulated alongside the qualitative analysis of the content analysis of postings on the Facebook group page and classroom observation. The results show that the technological affordances of Facebook have a very valuable role in facilitating a constructive approach by faculty members. A majority of students showed a positive attitude to learning via Facebook, being provided with more opportunities to engage personally, communicate and work collaboratively, helping them to construct their own learning and develop 21st century skills for life and learning through social interaction. The key to the successful implementation of social networking is initiating institutional change to facilitate the dissemination of the new pedagogical culture.

Highlights

Twenty-first-century learners appear to differ from previous generations in expectations and learning styles
This paper has demonstrated the potential use of Facebook to support faculty in implementing a social constructivist approach, facilitating learner-centred learning
A majority of students showed a positive attitude to learning via Facebook, being provided with more opportunities to engage personally, communicate and work collaboratively, helping them to construct their own learning and develop 21st-century skills for life and learning through social interaction

Summary

Introduction

Twenty-first-century learners appear to differ from previous generations in expectations and learning styles To meet their learning needs, there are many changes in teaching and learning methods to be assimilated and many opportunities to be explored and embraced. In response to this demand, higher education (HE) institutions in Palestine and internationally are challenged to embrace technology-enabled pedagogical innovation. This development requires significant changes to teaching and learning practices that will empower digital native learners to acquire skills in complex problem-solving, critically reflexive analytical thinking and succinct communication, in appropriately technology-assisted contexts [1]. Since SNSs—especially Facebook—have become an integral part of the daily life of students in HE [4], [5], faculty are being encouraged to reenvision and revise their teaching approaches and to discover, implement and assess effective technologyenriched teaching and learning processes [1], [6], [7], [8], [9]

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Conclusion