文章基本信息

标题：Bridging Theory and Practice Using Facebook: A Case Study
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作者：Eduardo Bastida-Escamilla ; Milton Carlos Elias-Espinosa ; Froylan Franco-Herrera 等
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2022
卷号：12
期号：5
页码：355
DOI：10.3390/educsci12050355
语种：English
出版社：MDPI Publishing
摘要：In the past few years, Facebook has been increasingly studied for academic purposes due to its potential benefits to undergraduate education. Problems commonly found in university education include the lack of course engagement and the gap between theory and practice. This research contributes to the literature by investigating the impact of incorporating a non-mandatory Facebook group on learning outcomes. The analysis was done using a Taguchi method design, conducted with three two-level controlled factors (term, Facebook, and teacher). Results indicated that the students who participated in Facebook groups were more engaged with the course and applied theoretical knowledge to real-life problems better than students who learned under traditional instructional designs. Moreover, the use of Facebook groups led to better evaluation of teachers by the students. Furthermore, the student academic impact (knowledge and competence) was higher even though this complementary activity was not included in the course grade. We concluded that Facebook groups are excellent support tools that boost student engagement and their understanding of theoretical concepts and applying them in practice.