Students initially doubted Facebook as an educational space but came to see it as a real resource for keeping the group in contact and fostering dialogue¶
Claim · All claims
Evidence · 1 study · qualitativer2·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Students initially underlined the risks and criticalities of Facebook but the social network ultimately became a real resource for group contact and dialogue. → Carnevale 2021
Evidence¶
Carnevale 2021¶
Carnevale, S., Di Napoli, I., Esposito, F., & Arcidiacono, C. (2021). Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness. Education Tech Research Dev, 69, 2939–2962. https://doi.org/10.1007/s11423-021-10042-3
q1 · i? · qualitative · r2
Qualitative finding from thematic analysis of the students' final reports, on the theme the authors call "The Web as a parallel supporting space". A student testified that Facebook "contributed to keeping the group always in contact" and "fostered comparison and dialogue through the exchange of comments and opinions".
"At the beginning of the course, all the students underlined the risks and the criticalities regarding Facebook’s positive aspects and potential. But in the end, the social network became a real resource:"
Discussion¶
Related Claims¶
- Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum — related
- Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio — related
- Facebook is used in myriad ways as an educational instrument for learning and teaching in higher education — a broader claim this one bears on
- First-year students used Facebook mainly for social purposes and only secondarily for informal student-to-student academic purposes, rarely for formal teaching. — related
- Facebook acted as part of the 'social glue' helping first-year students settle into university life, though most students did not see it as crucial to overcoming loneliness. — related
- Facebook-based digital storytelling helped cross-national students overcome stereotypes and share opinions — related
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