EL-7004 v3

Valova, I., & Marinov, M. (2019). Facebook as a tool aiding university education - whether it is possible and useful. TEM Journal, 8(2), 670–676.
Valova and Marinov used Facebook as a learning environment for five years and collected data from surveys with all students in their courses. They found using Facebook improves the learning process by facilitating communication outside of the class. Additionally, they found a student’s engagement and motivation increased.

Hussain, I., Cakir, O., & Candeger, Ü. (2018). Social media as a learning technology for university students. International Journal of Instruction, 11(2), 281–296.
The authors explore the role of social media as a learning tool for university students. Findings showed that social media plays a significant role in learning. It provides opportunities for virtual interactions and can be a student’s preferred method of learning. Hussain et al. feel the use of social media in learning can nurture critical thinking and problem solving through the application of techniques such as examples, visuals, illustrations, and videos.

Chawinga, W. D. (2017). Taking social media to a university classroom: Teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(1), 1.
Chawinga examines how social media may facilitate teaching and learning. The study is interesting because the researchers incorporated Twitter and blogs into courses at a university. Findings suggest if appropriately used, Twitter and blogs can contribute to a learner-centered teaching approach. Chawinga found an increase in engagement and communication between peers and the instructor.

Usher, M. & Barak, M. (2020). Team diversity as a predictor of innovation in team projects of face-to-face and online learners. Computers & Education, 144 .
Conducting this study in a Massive Open Online Course (MOOC), Usher and Barak compared the effect of team diversity with students studying in a MOOC and students in a traditional face-to-face class. The authors set out to identify factors that might predict innovation in the team projects conducted in two distinct learning environments as they relate to diversity.

Onbaşılı, Ü. İ. (2020). The effects of science teaching practice supported with web 2.0 tools on prospective elementary school teachers’ self-efficacy beliefs. International Journal of Progressive Education, 16(2), 91–110.
This study examines the effects of teaching practices supported by Web 2.0 tools in elementary science classes. Onbasili (2020) focuses on primary school teachers’ perceptions of self-efficacy beliefs in using Web 2.0 tools within a constructivist learning approach. Twenty-three different Web 2.0 tools were used. Onbaşili found science teaching practices were positively supported, which increased self-efficacy perceptions by teachers when using Web 2.0 tools. Participants stated the Web 2.0 tools had a positive impact on the learning process, improving higher-order thinking skills, creativity, and imagination.