Abstract
In Taiwan, classroom lectures are gradually shifting from traditional to diverse digital learning environments through social network websites. Facebook is being used to provide a space for sharing and discussing learning materials and knowledge for teachers and students. In this paper, we focus on the effects of applying Big Six approaches to Facebook on students’ learning performance and behavior in a project innovation and implementation course. The participants were 72 first-year students in a college located in north Taiwan. The experimental participants who took the course were divided into two classes: the experimental group and the control group. While the experimental group used Facebook combined with Big Six approaches, the control group used traditional classroom tools combined with Big Six approaches. The experimental results show that the learning performance and creativity development of students from the experimental group are enhanced after using Facebook with Big Six approaches indicating a great social interaction and discussion cycle. On the other hand, students from the control group were only guided by the teacher. Owing to the lack of interactions between the Internet and the social learning community, there is no obvious enhancement in students’ learning performance and creativity. In addition, we found that the teacher practiced the tips for guiding experimental students to solve the encountered problem, and then the students replied to the classmate’s questions.
Highlights
The key point of the project innovation and implementation course could boost students’ implementation and creativity development
We explore the effects of applying Big Six approaches to Facebook on students’ learning performance and behaviors in the project innovation and implementation course
According to Kappa’s reliability analysis, we found that the Kappa rate of the control group (Kappa rate = 0.829, p = 0.000 < 0.05) and the experimental group (Kappa rate = 0.811, p = 0.000 < 0.05) both reached more than 0.8 in reliability; the two experts showed high degrees of consistency and good reliability
Summary
The key point of the project innovation and implementation course could boost students’ implementation and creativity development. Through the guidance and explanations of the teacher, students are allowed to understand the problems they face during the project. The guidance of the teacher could lead students to achieve good results in implementing the project, the teacher has to accept that enormous time and effort would be spent on dealing with students’ difficulties, and face-to-face teaching in the classroom might make introvert students shy away from speaking. Time limitation widens the distance between the teacher and the students and might eventually result in a lack of sharing and interacting opportunities for the students (Wopereis et al, 2008). Time limitation widens the distance between the teacher and the students and might eventually result in a lack of sharing and interacting opportunities for the students (Wopereis et al, 2008). Wheatley (1991) mentions that understanding comes from the interactive process with the learning environment; it is through comparing by others and sharing the understanding for implementing knowledge that the cognitive conflict would be processed and the implementation learning would be stimulated
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