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Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015
ARTICLE

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Journal of Computer Assisted Learning Volume 32, Number 6, ISSN 1365-2729 Publisher: Wiley

Abstract

This study provides an updated critical review of the literature on Facebook as a technology-enhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordances – mixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebook – formal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI) – to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

Citation

Manca, S. & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503-528. Wiley. Retrieved December 8, 2019 from .

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