Using online social networking for teaching and learning: Facebook use at the University of Cape Town

“not only become an interactive resource for entertainment but also for information, communication, collaboration, participation and sharing (Bosch, 2009; Magogwe & Ntereke, 2013; Wise, Skues & Williams, 2011).”

“Besides, several studies have demonstrated that using Facebook in EFL classrooms can help learners to improve their oral production as well as their writing and reading skills (Bosch, 2009; Madge et al., 2009; Naidu, 2005; Ophus & Abbitt, 2009).”

“Besides that, Bosch (2009) reported in his article; that investigated the effectiveness of integrating social networking tools like Facebook in teaching and learning; that bandwidth availability could also be a barrier that hinders the effectiveness of using Web 2.0 technology in language classroom.”

“Other studies have reported similar problems with implementing Facebook as a learning tool, as uneven access can create a barrier for universal communication and outreach (Bosch, 2009).”

“This brings about logistical issues such as bandwidth limitation on campus when more students use SNS at any one time some of which might get distracted and use SNS for entertainment purposes rather than educational (Bosch, 2009:192).”

“This is the reason why more and more researchers and education staff are using social networking sites for the academic processes of teaching-learning (Bosch, 2009).”

“sibilities for socialising through SNSs concerns the relationship between teachers and students (Bosch, 2009; Cheung&Vogel, 2011;Madge,Meek,Wellens, &Hooley, 2009; Selwyn, 2009) and its quality in favour of academic performance (Birch & Ladd, 1998; Callaghan & Bower, 2012; Ha & Shin, 2014; Hamre & Pianta, 2001; Hershk…”

“For example, one study found that the Facebook social network allows students to overcome their shyness in asking questions outside the classroom, and they feel unrestrained by boundaries between lecturers and themselves, creating some measure of good rapport (Bosch, 2009). In term of oral fluency, chat rooms have a g…”

“2017252 As potencialidades de aplicação desses dois exemplos no ensino têm sido recentemente reportadas e, portanto, já não se pode ignorar a força dessas plataformas no processo educacional, incluindo o ensino superior (BOSCH, 2009; BOTTENTUIT JUNIOR; COUTINHO, 2009).”

“Facebook has been the subject of much research and reporting, and has recently begun to be examined in earnest in the academic context (Bosch, 2009; Hew, 2011; Mazman & Usluel, 2010; Yang, Wang, Woo, & Quek, 2011).”

“Through an ethnographic study at the University of Cape Town, Bosch (2009) argued that there are potential positive benefits from the use of Facebook in teaching and learning, particularly for the development of educational micro-communities.”

“However, students may be very good at socialisation, promoted by their engagement with class activities and addressing societal needs (Bosch, 2009; Deng & Tavares, 2013; Laeen, Ayati, Sani, & Booreng, 2019).”

“Barber 2012), (iii) because the tool is easy to use (Bosch 2009; Elogia Ipsofacto and IAB Spain Research 2010), (iv) because it is popular (Joinson 2008; Pempek, Yermo-”

“Several students use the Internet to trade online (Bosch 2009). Hence, students are a rewarding market for financial institutions (Warwick & Mansfield 2000). Nevertheless, it is also imperative to note that within the existing body of knowledge there are deficiencies in the literature which is focused on the applicabi…”

“…media and handheld devices for learning is becoming an entrenched social practice in South African education at the secondary and tertiary levels (Bosch, 2009, Butgereit & Botha, 2012; Rambe, 2012), it is prudent to explore this emerging phenomenon to understand the dynamics of social and…”

“Although many studies have been carried out to investigate educational potential of SNSs, most of the previous research involved population from America and Europe (Bosch, 2009; Hew, 2011).”

“In several studies (Bosch, 2009; Baran, 2010), it was found that students use SNSs to keep in touch with friends and for academic reasons, either daily or several times each day.”

“0, the second generation of web-based communities has made social networking sites to become more and more popular (Bosch, 2009).”

“…spending increasing amounts of their time online (Duggan et al, 2014) and one of the most popular online activities appears to be the use of SNT. Social networking sites are reported to be embedding students in complex and rich webs of interactions and social relationships (Borgatti et al, 2009).”

“Therefore, there is a need to study the acceptance and use of SNS in education in general (Bosch, 2009) and distance education in particular.”

“…and Kennedy 2010), to more formalised engagement and communication between lecturers and students, or between students for collaborative work (Bosch 2009; Charlton, Devlin, and Drummond 2009; Schroeder and Greenbowe 2009; Everson, Gundlach, and Miller 2013), or even as the primary means of…”

“Bosch (2009), English and Duncan-Howell (2008), McCarthy (2010), and Tiryakioglu and Erzurum (2011) showed that there is a relationship between students’ academic development and strong communication between peers, and teacher-student interactions and cooperation develop students’ writing skills…”

“, 2010)and educators started to use them in educational environments (Bosch, 2009; Kabilan et al., 2010; Odabasi et al., 2012; Selwyn, 2009; Tonta, 2009).”

“On the other hand, discipline habits have been formed by the use of WhatsApp, based on the performance curriculum (Bosch, 2009; Bush, 2012; Sodje, 2018).”

“Research into the use of social media in higher education, however, has highlighted mixed results in terms of engagement (Junco, 2012), development of educational micro-communities (Bosch, 2009) and student identity (Selwyn, 2009).”

“Proper scaffolding strategies are deemed necessary to further stimulate meaningful Facebook interactions with students, reflecting their learning process (see for example, Hew and Cheung, 2008; Donmez, 2010; Bosch, 2009).”

“Studies in other contexts of higher education indicate that social media might play an important role for becoming part of a community in a new environment and forming educational microcommunities [17-19].”

“Nowadays, web-based learning has made learning content much more freely and instantly available to university students who can download readings and course notes easily (Bosch 2009).”

“…foregrounded that online platforms are viable means by which dialogic communication and e-Learning can be established and fostered (Abiolu & Teer-Tomaselli 2018; Bosch 2009; Bozalek & Ng’ambi 2015; Cruywagen & Potgieter 2020; Makoe 2010; Moonsamy & Govender 2018; Ndebele 2020; Zimba et al. 2020).”

“MXit usernames are more anonymous and allow users more flexibility in their conversations with others, particularly in chatrooms.”

“…role of Facebook and Twitter in supporting e-learning in university, social media role in integrated learning management system, etc (Bofin, 2013; Bosch, 2009; Ford, Bowden & Beard, 2011; Glowatz & Bofin, 2014; Glowatz & O’Brien, 2013; Junco, Elavsky, & Heiberger, 2012; Mazer, Murphy, & Simonds,…”

“People are increasingly using online social networks (OSNs) such as Facebook [14], Tweeter [15], WhatsApp [16], WeChat [17], SnapChat, Instagram [18] etc. to share their experiences, thoughts, and ideas, typically via text and images sometimes.”

“Social media could be distractive (Bosch, 2009; Ivala & Gachago, 2012; Kuznekoff & Titsworth, 2013; Shirky, 2014) and stifle oral contributions in class (Elavsky, Mislan, & Elavsky, 2011).”

“The fact that most learners already have an account in Facebook and they use it to communicate with their friends encouraged the formation of groups around themes to let learners seek help, discuss and exchange information (Bosch 2009).”

“In addition, there are studies indicating that some students prefer such environments at times of assessment [21].”

“The University of Cape Town has undertaken a research regarding the use of Facebook for e-learning and found that students are more attractive to Facebook learning as compare to their course management software at the university (Bosch, 2009).”

“Bosch (2009) defined general research on Facebook in the following four categories: social networking and social capital, identity construction, concerns with privacy, and the potential use of Facebook for academic purposes.”

“Where student participation is optional, studies of Facebook pages used as discussion forums in place of learning management systems (LMS) discussion forums find an increase in the number of posts made by students (Bosch, 2009; Hollyhead, Edwards and Holt, 2012; Schroeder and Greenbowe, 2009).”

“…research on adoption and diffusion of VSNs) indicates that most studies tend to be micro in orientation with reference to a particular country or region (e.g., Asemah, Ekhareafo, & Olaniran, 2013; Bosch, 2009; Kumar, 2014; Mohamed & Ahmad, 2012; Petersa, WinschiersTheophilusb, & Menneckec, 2015).”

“The popularity of Facebook has spurred substantial academic interest recently [2].”

“Finally worthy of note, Bosch (2009) identified social networks such as Facebook as a significant learning tool in South African universities.”

“(8) How do you compare Facebook with the university’s VLE?”

“One should not ignore the idea that especially Facebook, with its millions of users, can be used as a potential teaching tool (Bosch, 2009; Kabilan, Ahmad, & Abidin, 2010; Odabasi et al., 2012; Selwyn, 2009; Tonta, 2009).”

“…environment is its capacity to promote discussion among students (DiVall and Kirwin, 2012; Hurt et al., 2012; Schroeder and Greenbowe, 2009; Shaltry et al., 2013) and communication between students and instructors outside the classroom (Bosch, 2009; Selwyn, 2009; VanDoorn and Eklund, 2013).”

“Bosch (2009) examined the use of learning platforms and their benefits from the students’ point of view: It is easier to find learning material, they can get answers to their questions, it encourages cooperation, and it enhances their educational experience.”

“Education research that understands the major advantages of conducting research online using social network sites, specifically in higher education, is small but growing (Baker, 2013; Bosch, 2009; Jenkins, Lyons, Bridgstock, & Carr, 2012; Selwyn, 2009; Stephenson-Abetz & Holman, 2012).”

“These findings show that very few of the students in this sample are tightly protecting themselves and are consistent with (Bosch 2009).”

“Through active participation, learning also becomes more meaningful and provides positive experiences to students (see also Bosch, 2009; Silius, Miilumäki, Huhtamäki, Tebest, Meriläinen, & Pohjolainen, 2010; Uusiautti & Määttä, 2014).”

“Moreover, although primarily a social tool, Facebook is also increasingly being recognised as a reputable learning technology (Bosch, 2009).”

“YouTube has been a frequent topic of interest in the fields of education and psychology (Bosch, 2009; Dreon, Kerper, & Landis, 2011; Haugsbakken & Langseth, 2014; Lin & Polnecki, 2009; November, 2007; Snelson, 2011; Tan & Pearce, 2011; Thompson, 2007).”

“…study corroborate those in previous studies that interactions via communication tools helped enhance language learners’ communicative competence (Bosch, 2009; Maranto & Barton, 2010; Reinders & White, 2016), even for beginning-level students who can benefit from practising Chinese expressions…”

“Increasingly, students will set up a Facebook group or similar to help discuss classroom topics and for assistance [9], as well as keeping informed of new trends within the discipline, such as live ‘tweets’ from design shows and events around the world.”

“Insofern ist die Frage der sozialen Akzeptanz eines „künstlich“ aufgesetzten Reputationsmechanismus zu stellen Eine Vielzahl von Lernaktivitäten lässt sich auf solchen Community-Plattformen organisieren und durchführen (vgl. Bosch, 2009; Madge, Meek, Wellens, & Hooley, 2009; Wang, 2009).”

“Educators are quickly recognising that Facebook offers opportunities to bolster instruction and student learning experiences (Kent and Leaver, 2014; Bosch, 2009).”