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Using online social networking for teaching and learning: Facebook use at the University of Cape Town
Open accessAbstract
Web-based learning has made learning content much more freely and instantaneously available to students who can download course notes and readings with a single mouse click. Facebook is one of many Web 2.0 tools – wikis, delicious, YouTube, podcasts – that are listed as having potential applications for teaching and learning. Moreover, it has been argued that the current generation of youth, often described as Net Geners or Digital Natives, may be resistant to traditional methods of teaching and learning. This article explores student use of Facebook at the University of Cape Town, as well as lecturer engagement with students via the new social media. Drawing on a virtual ethnography and qualitative interviews, this article shows that while there are potential positive benefits to using Facebook in teaching and learning, particularly for the development of educational micro-communities, certain challenges, including ICT literacy and uneven access, remain pertinent.
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“The benefits of SM on e-professionalism of HCPs, identified in this scoping review as professional networking and collaboration, have been documented in previous research for physicians [121-123], nursing profession [124,125], or other HCPs [126-129].”
From Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review (2021) · cites this paper as [127]
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Method
Metadata
- Authors
- Bosch, T. E.
- Affiliations
- University of Cape Town (ZA)
- Corresponding author
- Bosch, Tanja E
- ORCID
- Bosch, Tanja E
- Venue
- Communicatio
- Publisher
- Informa UK Limited
- Published
- 2009-11
- Volume
- 35
- Issue
- 2
- Pages
- 185-200
- ISSN
- 0250-0167 (ISSN-L)
- 1753-5379
- OpenAlex
- W2166900011
- Cited by
- 621
- References
- 77
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 9 · 2023: 19 · 2022: 14 · 2021: 34 · 2020: 41 · 2019: 39 · 2018: 45 · 2017: 63 · 2016: 54 · 2015: 103 · 2014: 90 · 2013: 57 · 2012: 29
- FWCI
- 40.39
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Communicatio (publishedVersion)
- Open University of Cape Town (University of Cape Town) (submittedVersion)
- Topics
- Social Sciences › Education › Educational Technology in Learning
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Library and Information Sciences › Web and Library Services
- Keywords
- Facebook, social networking in education, Web 2.0, online learning, digital natives, ICT literacy, internet access inequality, University of Cape Town
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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