Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups

The International Review of Research in Open and Distributed Learning

View Publication Info
 
 
Field Value
 
Title Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
 
Creator Esteban Vázquez-Cano
Paz Díez-Arcón
 
Subject Facebook groups
distance education
learning management system
university
interaction
 
Description This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.
 
 
Publisher Athabasca University Press
 
Date 2021-04-28
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/5479
10.19173/irrodl.v22i3.5479
 
Source The International Review of Research in Open and Distributed Learning; Vol. 22 No. 3 (2021); 119-141
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/5479/5555
http://www.irrodl.org/index.php/irrodl/article/view/5479/5577
http://www.irrodl.org/index.php/irrodl/article/view/5479/5578
 
Rights http://creativecommons.org/licenses/by/4.0
 

Contact Us

The PKP Index is an initiative of the Public Knowledge Project.

For PKP Publishing Services please use the PKP|PS contact form.

For support with PKP software we encourage users to consult our wiki for documentation and search our support forums.

For any other correspondence feel free to contact us using the PKP contact form.

Find Us

Twitter

Copyright © 2015-2018 Simon Fraser University Library