University Students Face-up to their Informal Learning Practices and Cognitive Learning Strategies with Facebook
Rebecca Vivian, University of South Australia, Australia
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper explores student Facebook use and practices for informal learning. Data was obtained from an online discussion group with 15 students at the University of South Australia, as well as drawing upon student Facebook Wall activity. This research found that most students believed Facebook was a distraction and source of procrastination during study. Students fell into three groupings of student-initiated access to Facebook during study: Open Access, Restricted Access and Closed Access. Students employed cognitive learning strategies to control their access to Facebook and minimise the site as a distraction, as well as strategies to assist their learning. These findings suggest whilst there are associated advantages, use of Facebook for formal learning may pose implications for student productivity. However, explorations of student cognitive learning strategies in such contexts may assist to inform about successful learning practices.
Vivian, R. (2011). University Students Face-up to their Informal Learning Practices and Cognitive Learning Strategies with Facebook. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1234-1243). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)