Please use this identifier to cite or link to this item: http://ktisis.cut.ac.cy/handle/10488/6036
Title: Perceptions of undergraduate graphic design students on the educational potential of facebook
Authors: Souleles, Nicos 
Keywords: Facebook (Electronic resource)
Graphic design
Non-formal education
Issue Date: 2012
Publisher: Co-Action
Source: Research in learning technology, 2012, Volume 20, Number 3, Pages 241-252
Abstract: The popularity of Facebook among university students inevitably raises questions on the educational potential of this Social Networking Site for Higher Education. From the limited literature on the instructional uses of Facebook, one can draw conflicting conclusions. Benefits were identified through the communicative potential, student participation in study groups and through informal learning, i.e. learning that takes place outside the formal structures of the learning environment. In contrast, it is also argued that the instructional benefits of Facebook are not straightforward. This phenomenographic investigation examines the perceptions of undergraduate Graphic Design students in a higher education institution in Cyprus, on the use of Facebook for teaching and learning. Characteristic of Art and Design education is the centrality of the studio and student self-reflection. Despite some literature that considers Facebook provides a viable alternative to the physical studio, the participants in this investigation expressed a preference for face-to-face instruction and consider Facebook as complimenting rather than replacing studio practices. Some participants benefited from the use of Facebook by joining support groups and exploring information relevant to their studies. Further research can investigate how Facebook can be embedded in studio-based teaching and learning.
URI: http://ktisis.cut.ac.cy/handle/10488/6036
ISSN: 2156-7077
DOI: 10.3402/rlt.v20i0.17490
Appears in Collections:Άρθρα/Articles

Show full item record

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.