Facebook as learning platform: Argumentation superhighway or dead-end street?

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Facebook and other Social Network Sites are often seen by educators as multifunctional platforms that can be used for teaching, learning and/or the facilitation of both. One such strand is making use of them as tools/platforms for using and learning through argumentation and discussion. Research on whether this ‘promise’ is actually achieved – also the research reported on in this Special Issue – does not unequivocally answer the question of whether this is a good idea. This article as one of the two closing articles of this Special Issue discusses Social Networking Sites in general and Facebook specifically with respect to how they are ‘normally’ used by their members as well as with respect to their social and technical features. Then, in light of this, it discusses the learning results of the four studies. It concludes with a short discussion of whether they are capable of meeting the promise that many think they can.
Original languageEnglish
Pages (from-to)621-625
Number of pages5
JournalComputers in Human Behavior
Volume53
Early online date26 Mar 2015
DOIs
Publication statusPublished - Dec 2015

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Learning
Social Networking
Teaching
Research
Social Support
Facebook
Argumentation
Social Networks
Educators
Facilitation

Keywords

  • Facebook
  • Social Network Sites
  • Argumentation
  • Instruction

Cite this

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title = "Facebook as learning platform: Argumentation superhighway or dead-end street?",
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Facebook as learning platform: Argumentation superhighway or dead-end street? / Kirschner, Paul A.

In: Computers in Human Behavior, Vol. 53, 12.2015, p. 621-625.

Research output: Contribution to journalArticleAcademicpeer-review

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