Facebook has become firmly integrated into our communications infrastructure, and its hold only appears to be gaining in strength. Researchers in education are examining the implications of social media in the classroom setting. Perez (2009) found that students were logging into Facebook five days a week, upwards of four times per day. EDUCAUSE (2011) reported that 90 percent of undergraduate students have adopted Facebook and 58 percent have incorporated Facebook consumption into their daily routines. Over one quarter of the students surveyed reported spending six to 10 hours on social networking services each week; on the high end of the scale, a staggering eight hours of Facebook consumption per day was reported (Perez, 2009). These statistics coincide with reports that suggest course management systems and the use of e-mail are losing popularity among students (Joosten, 2009). Schroeder and Greenbowe (2009) found that the number of student posts were almost 400 percent greater on Facebook when compared to the popular course management software, WebCT. This same study rated Facebook postings to be superior in quality to those on WebCT; it further found that discussions were often continued throughout the entire semester, whereas those in WebCT tended to end more abruptly.
This paper addresses how educators might take advantage of Facebook as an educational tool. The following workshop outline will discuss strategies for implementing Facebook into a course and provide insight into the educational benefits inherent in this technology, while taking care to address potential challenges.
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"Facing-Off in the Sport Management Classroom: Using Facebook as an educational tool,"
Teaching Innovation Projects: Vol. 2
, Article 2.
Available at: http://ir.lib.uwo.ca/tips/vol2/iss2/2