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The Proceedings of the European Conference on
Social Media
ECSM 2014
University of Brighton Brighton, UK
10‐11 July 2014
Edited by Asher Rospigliosi and Sue Greener
University of Brighton Brighton, UK
Copyright The Authors, 2014. All Rights Reserved.
No reproduction, copy or transmission may be made without written permission from the individual authors.
Papers have been double‐blind peer reviewed before final submission to the conference. Initially, paper abstracts were read and selected by the conference panel for submission as possible papers for the conference.
Many thanks to the reviewers who helped ensure the quality of the full papers.
These Conference Proceedings have been submitted to Thomson ISI for indexing.
Further copies of this book and previous year’s proceedings can be purchased from http://academic‐bookshop.com
E‐Book ISBN: 978‐1‐910309‐28‐5 E‐Book ISSN: 2055‐7221 Book version ISBN: 978‐1‐910309‐28‐5 Book Version ISSN: 2055‐7213 CD Version ISBN: 978‐1‐910309‐30‐8
Published by Academic Conferences and Publishing International Limited Reading UK 44‐118‐972‐4148 www.academic‐publishing.org
i
Contents
Paper Title Author(s) Guide
Page
Page
No.
Preface xiv vi
Committee xv vii
Biographies xxiii xi
Knowledge Sharing Through Social Media in Higher Educa‐tional Institutions of Saudi Arabia
Amal AlMana and Nesrine Zemirli 1 1
The Use of Social Media In Higher Education Learning: Swot Analysis of Using Social Media for Learning
Abdallah Al‐Shawabkeh and Andriew Lim
2 10
Egyptian Youth; Social Networking Sites and Civic Participa‐tion
Mona Arslan, Passent Tantawi and Farid El Sahn
2 18
Virtual Risks of e‐Participation in Online Learning Environ‐ments and Dialogue
Bob Barrett 3 26
Using Twitter for What? A Segmentation Study of Twitter Usage During Gezi Protests
Lemi Baruh and Hayley Watson 4 33
Who Wants Police on Social Media? Saskia Bayerl, Kate Horton, Gabriele Jacobs1and Babak Akhgar
5 42
Exploring Non‐experts’ Preconceptions on the use of Crowdsourcing as an Innovative Tool
Christine Bernadas and Baptiste Hallier
6 50
How the Social Media Contributes to the Recruitment Process?
Roberto Boselli, Mirko Cesarini, Fabio Mercorio and Mario Mezzanzanica
7 57
Motivating Participation in Citizen Science Anne Bowser, Yurong He, Dana Rotman, Jennifer Preece, Derek Hansen, Carol Boston, and Jen Hammock
8 64
The Small Business Social Media Web Presence: An Australian Snapshot
Stephen Burgess and Scott Bingley 9 72
Exploring User Behavior and Needs in Q & A Communities Smitashree Choudhury and Harith Alani
10 80
Using and Creating Augmented Reality in Education Jozenia Colorado and Patrick Resa 11 90
IT Based Communication in Professional Service Firms: the Long and Winding Road.
Ilenia Confente, Alessandro Zardini, and Lapo Mola
12 94
Social Media and Open Innovation – a Systemic Approach to Commercialisation of Socio‐economic Solutions
Leona Craffert, Kobus Visser and Johan Breytenbach
13 103
Customer Complaints and Service Recovery on Social Media: An Investigation into Barclays Bank Facebook Page
Nurdilek Dalziel 14 111
Using Social Networks in Smart City: Organizational Challenges, Synergies and Benefits
Renata Paola Dameri and Francesca Ricciardi
15 120
Conceptualising Brand Consumption in Social Media Community
Robert Davis , Inna Piven and Michael Breazeale
16 128
How to Develop Social Media Skills in Vocational Education Christina Di Valentin, Andreas Emrich, Dirk Werth and Peter Loos
16 136
Filling the Gaps With a Virtual Learning Commons at an Online University
Jon Dron and Terry Anderson 17 144
Pro‐Am Writing: Towards a Framework For New Media Influence on Old Journalism
Andrew Duffy 18 152
ii
Paper Title Author(s) Guide
Page
Page
No.
Combining Social Media and Collaborative E‐Learning for Developing Personal Knowledge Management
Tiit Elenurm 19 159
Civic Conversations and Citizen Engagement – A New Framework of Analysis for Web 2.0 Mediated Citizen Participation
Nick Ellison and Johanne Orchard‐Webb
20 167
Using Social Media To Inform Policy Making: To Whom are we Listening?
Miriam Fernandez Timo Wandhoefer, Beccy Allen, Amparo Elisabeth Cano and Harith Alani
21 174
Comparative Analysis on Personal Learning Environment of Russian and Slovakian Students
Georgy Gerkushenko, Svetlana Gerkushenko, Olga Shabalina, Valeriy Kamaev, Alexander Davtyan and Marian Hostovecky
22 183
How Social Media's can Help Universities with Job Placements
Ginevra Gravili 23 193
Social Media Marketing – A Win‐win Situation? Kerstin Grundén and Stefan Lagrosen 23 201
Children, Online Behavior and Organizational Studies Hayley Henderson‐Martin 24 208
Social Media in Crisis Communication: What Can we Learn From Elite Sport?
Maria Hopwood and Hamish McLean 25 213
Perceptions of EFL Students on Educational Use of Facebook Ilknur Istifci 26 219
Social Media for Informal Minority Language Learning: Exploring Welsh Learners’ Practices
Ann Jones 26 226
Students Perspectives on the Reliability of Academic Information Sharing Via Facebook Groups
Marina Kandroudi and Tharrenos Bratitsis
27 234
Social Media in Classroom Education or Let's Transfer Education into Cyberspace
Jana Kapounova and Zuzana Homanova
29 241
Facebook and the Changing Way we Speak Andrea Kelz and Azra Hodic 29 249
Leadership, Leaderlessness and Social Media: The Case of the Occupy Movement
Amir Elmi Keshtiban 30 257
Using Social Media Interactions for Personalization and Adaptation in Digital Games
Johannes Konert 30 263
Social Network Services as Fiction Generating Platform and the Rise of Social Media Fiction
Eugenia Kuznetsova 31 271
The Digital Age: A Challenge for Christian Discipleship? Bex Lewis 32 277
Using Social Media to Promote Local Culture and Development – Patzun Case Study
Jorge López‐Bachiller, Gilber Corrales and Elsa Estévez
33 284
Zero Moment of Truth: A new Marketing Challenge in Mobile Consumer Communities
Łukasz Łysik, Robert Kutera and Piotr Machura
34 294
Information Seeking and Sharing During a Flood ‐ a Content Analysis of a Local Government’s Facebook Page
Monika Magnusson 35 305
Social Media as an Influencer of Public Policy, Cultural Engagement, Societal Change and Human Impact
Sandra Moffett and Jose Santos 35 213
The Power of Social Media in Political Processes ‐ A Case Study of Politics in Pakistan
Darren Mundy and Amna Asmi 36 320
A Case Study of the Impact of Instructional Design on Blogging and Terms Networks in a Teacher‐Training Course
Minoru Nakayama, Amy Leh and Rowena Santiago
37 328
iii
Paper Title Author(s) Guide
Page
Page
No.
Uncovering the Value of Formative Assessment in the Wiki Projects of Early Childhood Student Teachers
Eugenia M.W. Ng 38 335
Getting New Professional Contacts in Foreign Markets Through Social Networking Sites
Aitziber Nunez‐Zabaleta , María‐Elena Olábarri‐Fernández and Sergio Monge‐Benito
39 342
Issues of Using Information Communication Technologies in Higher Education
Paul Oliver and Emma Clayes 40 349
Ranking the Authenticity of Social Network Members Dan Ophir 40 359
Learning From Others Mistakes: How Social Media Etiquette Distorts Informal Learning Online
Nicola Osborne
41 369
The Using of Social Media Platform in Modern Journalism Education
Dali Osepashvili 42 378
Behavior Patterns for Romanian Users on Facebook Corina Pelau, Stelian Stancu and Alexandra Maria Constantin
43 388
Is There a Role for Social Media in Enhancing Environmental Citizenship? Lessons From a UK Case Study
Monica Pianosi, Richard Bull and Martin Rieser
43 394
Alternate Visualisations of the Diffusion of Innovations Framework
Kiru Pillay and Manoj Maharaj 44 403
Crowdsourcing Design and Citizen Science Data Using a Tabletop in a Nature Preserve
Jenny Preece, Kazjon Grace, Carol Boston, Mary Lou Maher, Tom Yeh and Abigale Stangl
45 413
A Massive Open Online Courses Odyssey: A Confessional Account
Alejandro Ramirez 46 421
How Facebook Led us to Love IT: Student‐Led Support in an Undergraduate Business Course
Martin Rich 46 428
Fact Checking the Fact Checkers: Online Verification Organizations and the Search for “Truth”
Kenneth Rogerson 47 434
The use of Facebook and Twitter During the 2013‐2014 Protests in Ukraine
Alexander Ronzhyn 48 442
Social Media: How Small and Medium‐sized Enterprises Perceived and Used Them?
Andrée Roy and Claude Dionne 49 449
The Importance of Social Media for Validating University Brands
Richard Rutter, Fiona Lettice and Stuart Barnes
49 456
Application of Hofstede’s Cultural Dimensions in Social Networking
Char Sample and Andre’ Ara Karamanian
50 466
Social Media in Russian Higher Education Daniyar Sapargaliyev 50 474
Implementing Facebook in University Learning: Ukrainian Case Study
Iryna Sekret 51 478
Social Media Marketing Analysis: New Metrics From Relational Sociology?
Paola Signori and Chiara Grosso 52 488
Social Media and E‐Health Development in Lithuania Aelita Skaržauskienė and Rūta Tamošiūnaitė
53 497
An Examination of the Nexus Between Social Media, Relationship Marketing and Market Research and their Influence on Customer Satisfaction, in the ICT Sector in India.
Thelma Solomon, Raja Peter and Barbara Crump
54 504
iv
Paper Title Author(s) Guide
Page
Page
No.
Enabling the Casual Entrepreneur: Artists and Artisans on Social Media
Kardi Somerfield 54 512
Shaping the Future through Cybernetic Approaches of Social Media Monitoring
Sebastian Stiehm, Florian Welter, Anja Richert and Sabina Jeschke
55 524
Fostering Academic Success Through the Use of Social Networks in chools
Marjolaine St‐Pierre 56 533
Twitter based Analysis of Public, Fine‐Grained Emotional Reactions to Significant Events
Martin Sykora, Thomas Jackson, Ann O’Brien, Suzanne Elayan and A. von Lunen
57 540
The Social Media Canvas and Its Use in Strategy Formulation Greg Tallent 58 549
Trip Advisor as a Tool of Customer Relationship Management of Turkey’s Hotels
Nezahat Hanzade Uralman, Deniz Akcay and Banu Dayanc Kiyat
59 533
Investigating Civic Engagement Behaviour on Facebook from a Social Capital Perspective
Anne Marie Warren, Ainin Sulaiman and Ismawati Noor Jaafar
60 561
Social Media Initial Public Offerings (IPOs): Failure and Success Factors
Piotr Wiśniewski 61 571
An Empirical Phenomenological Investigation into the Infotainment Blogosphere: A Case Study of ‘Beautifulnara’ in Malaysia
Ira Normardiana Yusof, Azizul Halim Yahya and Raja Putri Nadiah Raja Ahmad
61 578
Ontology of Brand Messaging Domain in Social Media Communication
Ligita Zailskaitė‐Jakštė and Robertas Damaševičius
62 584
The Antecedents of Social Media Adoption Izzal Asnira Zolkepli and Yusniza Kamarulzaman
63 594
PHD Research Papers 65 603
Youth’s Political Participation In Pakistan: Current Behaviour and Emerging Trends
Fahad Asmi, Amna Asmi and Darren Mundy
67 605
Analysis of the Facebook Privacy Settings of Young People With an Emphasis on the Czech Republic and France
Radim Cermak, Zdenek Smutny and Vaclav Janoscik
68 613
Measuring the E‐Word of Mouth Reputation and its Influence on Financial Performance
Eleftheria (Roila) Christakou and George‐Michael Klimis
68 622
From Demos to Data: Social Media, Software Architecture, and Public Space
Jennifer Forestal 69 628
Networked Learning Based on Digital Curation Rivka Gadot and Ilya Levin 70 635
Establishing Marketing and Changing an Organizational Culture through Social Media: A Pilot Study of a Hotel Organization
Karin Högberg 71 643
Social Media Based Value Creation in Innovation Community in Mechanical Engineering Industry
Sanna Ketonen‐Oksi, Jani Multasuo, Jari J. Jussila and Hannu Kärkkäinen
72 649
Studying Social Micro‐worlds as Personal Learning Environments
Andrei Kojukhov and Ilya Levin 73 657
Radio 2.0: How Facebook is Enhancing Audience Participation for Irish Radio Audiences
Daithi McMahon 74 665
Do Technology‐Based Entrepreneurs Perform Better in a Networked Environment?
Carla Riverola and Francesc Miralles 75 671
Social Networks: Communication Channel or Compliance‐Risk Minefield
Alexander Rossudowski and Stephanie Teufel
76 681
v
Paper Title Author(s) Guide
Page
Page
No.
Big Data, Little Information – Extending the Data Warehouse for Social Media Analysis
Michael Schulz 76 688
Social Media Embeddedness for Small and Medium Tourism Enterprises
Ramona Statache, David Watts, Ernesto Compatangelo and Colin Hunter
77 696
Seeking and Sharing Research Information on Social Media: a 2013 Survey of Scholarly Communication
Yimei Zhu
78 705
Work in Progress papers 81 713
Social Media in the US 2008/2012 Presidential Elections Stanley Adjabeng 83 715
The Implementation Of Knowledge Management In Sustainable Procurement Using Social Network Analysis
Emelia Akashah P.Akhir, Robert T.Hughes and Karl Cox
83 721
Wisdom of Crowds or Mob Mentality Catherine Beaton and Ronald Vullo 84 724
The SHU Social Media CoLab: Developing a Social Media Strategy Through Open Dialogue and Collaborative Guidance
Sue Beckingham, Alison Purvis and Helen Rodger
84 728
Evaluating Academic Conference Discursive Development using Twitter and the Blogosphere
Sally Eaves 85 731
Social Recruiting: Towards a State‐Of‐The‐Art Synthesis Mariam El Ouirdi Asma El Ouirdi, Jesse Segers and Erik Henderickx
86 734
Social Media Guidelines and Policies: an Exploratory Study Asma El Ouirdi, Mariam El Ouirdi, Jesse Segers, Erik Henderickx
86 737
Towards a Social Data Enriched Search Algorithm for Business Intelligence Portals
Tobias H. Engler, Michael Schulz, Patrick Winter
87 740
Building Trust in Government through Social Media: An InterPARES Trust Research Project
Patricia Franks and Mark Driskill
88 743
Understanding the Implications of the Use of Information Communication Technology (ICT) and Web Based Learning Environments in University Learning and Teaching
Siddharth Nakul Gulati and Matthew Tingchi Liu
88 748
LinkedIn as Part of the Daily Work of Professionals Hilkka Merisalo‐Rantanen, Petri Hallikainen and Antti Syväniemi
89 752
Social Networks’ (SNs) Effect on SMEs: Focused Study on Saudi Arabia (S.A)
Hanaa Namankani, Hossam Ismai and Matthew Tickle
90 755
Content Quality and User Ranking in TurboTax AnswerXchange
Igor A. Podgorny and Todd Goodyear 91 758
Is the use of Social Media Within the NHS Supported by the 50 Plus Workforce and Used as a Development Tool?
Lydia Selby 91 763
Impressions of Social Media use by Dutch aid and dDevelopment Organisations
Anand Sheombar 92 768
Innovative Collaboration and Communication Models: From Social Networking to Social Enterprise : An example from Porsche’s newly introduced digital working environment Carrera Online
Elena Stefanova 93 773
vi
Preface
These Proceedings represent the work of contributors to the inaugural European Conference on Social Media, ECSM 2014, hosted in its first year by the University of Brighton, UK. The Conference Chair is Asher Rospigliosi and the Programme Chair is Dr Sue Greener, both from Brighton Business School, at the University of Brighton.
The conference will be opened with a keynote address by Dr Farida Vis from the University of Sheffield in the UK who will be talking about the evolution of research on social media. David Gurteen, well known for the Gurteen Knowledge Community, will give a presentation on Towards Smarter Socially Mediated Conversations and John Traxler, Professor of Mobile Learning from Wolverhampton University in the UK will present Taking Education into Cyberspace – Chaos, Crisis and Community.
The scope of this inaugural conference was deliberately intended to be broad as we were keen to see the range of disciplines undertaking social media research. We have certainly not been disappointed – with mini tracks on e‐Participation and De‐mocracy, Social Network Analysis, Social Media Innovation and Social Informatics. In addition tracks have evolved showing the current trend in social media research and areas include social media and marketing, the use of Facebook and social me‐dia in business – to name just a few.
With almost 200 people joining this first annual event, we look forward to ECSM becoming a valuable platform for individuals to present their research findings, display their work in progress and discuss conceptual advances in many different branches of social media. At the same time, it provides an important opportunity for members of the social media research community to come together with peers, share knowledge and exchange ideas.
With an initial submission of 266 abstracts, after the double blind, peer review process there are 76 academic papers, 14 PhD Papers and 16 Work in Progress papers in these Conference Proceedings. These papers reflect the truly global nature of re‐search in the area with contributions from some 35 countries including Australia, Bahrain, Belgium, Canada, Czech Republic, Estonia, Finland, France, Germany, Greece, Hong Kong, India, Ireland, Israel, Italy, Japan, Kazakhstan, Lithuania, Macau, Ma‐laysia, Netherlands, New Zealand, Norway, Poland, Portugal, Romania, Russia, Saudi Arabia, Singapore, South Africa, Spain, Sweden, Turkey, UK and the USA.
Papers published in the conference proceedings will be considered for further development and publication by a number of journals, including the Electronic Journal of Knowledge Management, The Journal of Information, Communication and Ethics in Society (JICES), The International Journal of Social Media and Interactive Learning Environments and The International Journal of Web Based Communities. Additionally extended/advanced versions of papers presented in the mini track on e‐Participation and Democracy will be considered for publication in The International Journal of Electronic Governance.
We wish you a thought‐provoking and lively conference.
Dr Sue Greener Programme Chair
and
Asher Rospigliosi, Conference Chair
July 2014
The Using of Social Media Platform in Modern Journalism Education
Dali Osepashvili I. Javakhishvili Tbilisi State University (TSU), [email protected] Abstract: The usage of social media platform, especially Facebook, is increasing daily in higher educational system. The purpose of this paper is to present the role of social media in modern Georgian journalism education (Case of I. Javakhishvili Tbilisi State University) and to determine how effective the usage of social media and e-learning as an educational tool during the journalism studies is. This study examines students’ attitudes towards using two online platforms - Moodle and Facebook. Quantitative method - survey among journalism students was used as a research method (n=121). The survey showed that Facebook’s closed groups are more popular among students than MOODLE platform and social media is very popular as a supplementary instrument during the learning and teaching process. Keywords: Social Media, Blended Learning, Facebook, e-learning, Moodle, Journalism Education, Computer-mediated Communication
1. Introduction The usage of social media platform is increasing daily in higher educational system. Online platforms, as social media tools as well as e-learning methods are actively being used especially, in journalism education. Based on knowledge management, modern journalism education cannot be imagined without digital technologies and it can be stated that the role of E-learning is of immeasurable - importance. Though, of course, it does not replace traditional learning, it only diversifies and perfects teaching processes (Osepashvili, D. 2010); “Technology should not and will never replace education, but assist educational practice, improve teaching efficiency, and enhance student learning experiences” (Liu,Y., 2010,). Technologies are mediators between students and lecturers.
“ICTs can enhance the quality of education in several ways: by increasing learner motivation and engagement by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner-centered environment“ (Tinio, 2003).
Computer-mediated learning has already been implemented at TSU (I. Javakhishvili Tbilisi State University. MOODLE platform was launched 5 years ago (Spring Semester 2009) and some journalism courses were prepared on this platform e-learning.tsu.ge. But over the last 2-3 years Facebook as an informal and supplementary educational tool became popular among students and teachers. There are a lot of journalism courses which have special Facebook groups. I am one of the pioneers who used MOODLE at TSU and at present beside this, I am using social media in teaching processes, especially Facebook because students require this.
The purpose of this paper is to present the role of social media in modern Georgian journalism education on the example of Tbilisi State University. This aim is interesting parallels of using LMS in teaching and learning processes. Accordingly, this study examines student’s attitudes towards using two online platforms - Moodle and Facebook in order to determine how effective the usage of social media and e-learning as an educational tool during the journalism studies is.
In the next part of this paper literature review, research questions and hypothesis will be presented. Then research method will be described and main research findings will be presented. In the final part discussions and conclusions of this research will be given.
2. Literature Review Facebook, which is a popular social network site, is the most commonly used. It was founded by Harvard students, by Mark Zuckerberg and his friends in 2004. The purpose of Facebook was to allow university students to create and maintain social ties which were relevant to the university experience (Ross et al. 2009; Dogruer et al, 2011, etc). According to Voorn, R.J. and Kommers, P., the potential of social media as a facilitating tool to achieve high level learning results was presented in literature and was further recognised in a UNESCO policy document (Voorn, and Kommers,, 2013; Kommers, 2011).
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Dali Osepashvili
There are various studies in recent years, which consider social media as an informal educational tool in higher educational system. Especially Facebook is the object of such studies because of the popularity of this social network in the world.
Why do students use Facebook? What is the motivation for using it? – This topic is discussed in some researches (Ross, et al, 2009; Dogruer, N., et al, 2011; Cheung, Ch., Chiu, P. Lee, M, 2011; Deng, L. Tavares, N. 2013; Petyrovich. N. et al.2014; etc). Such aspects as social communication (maintaining interpersonal relationships and social enhancement), information exchange, and entertainment value all appear to be significant motivations for Facebook users (Hurt et al. 2012; Cheung, Chiu, & Lee, 2010; Madge et al. 2009; etc.). Facebook provided an excellent platform to run a hybrid inperson/online courses (LaRue, 2012). According to Liu:
“There are mainly two ways to use of social media tools for educational purpose. One way is to integrate social media tools into the current educational system as a teaching and learning resource to assist the process of curriculum delivery... Another way is to use social media as a parallel learning channel to compliment current curriculum delivery and to extend the learning environment...” (Liu, Y.2010).
As other researchers mentioned, despite a lot of discussions in recent years, questions related to the role of social and new media technologies in teaching and learning still remain. (Hurt, N. Moss, 2012).
Researchers mention positive, as well as negative sides of using Facebook in higher education. Using of Facebook has many advantages in higher educational system. Most students agree that the advantages are: it’s convenient, easy to use, instant interaction is possible. The only disadvantage is that it’s too open to public (Saikaew, Krutkam and et al, 2011). Other researchers mentioned other disadvantages. Facebook as a distractive is discussed in some research (Madge et al, 2009; Wise et al, 2011 etc.). Facebook cannot compete with other CMS in grading, assignment uploading and online testing (Loving, and Ochoa, 2011). Some researchers found out that the users of “Facebook” had significantly lower GPAs (Kirschner and Karpinski, 2010).
Facebook is so actively used that it can be said, that it competes with e-learning tools, such a Blackboard; MOODLE and other LMS (Learning Management System) platforms. There are some comparative studies on this topic. For example, Facebook & Blackboard (Parslow, P., 2008); The Portuguese researchers studied MOODLE & Facebook (Patrao, C., Figueredo, A. 2011; Petrovich, N., Jeremic, V., et al, 2013; Petrovich, N., Jeremic, V., et al, 2014; Deng. L., Tavares, J.,. 2013) etc.
In addition, compared with Facebook – which is an effective tool for students to discuss with each other about their learning, CMS (course management system like Blackboard, Moodle etc.) is more directly involved in the learning process, providing an online learning environment that allows an instructor to post course content on the Web (Madge et al., 2009; Mendez et al., 2014). This study is an attempt to compare the usage of MOODLE and. Facebook in journalism educational system of Georgia, for example, at Tbilisi State University.
3. Research HypothesesAlthough TSU has MOODLE platform and some journalism courses are based on this platform, Facebook groups are more popular among students.
4. Research QuestionsRQ1. How frequently Moodle platform and Facebook groups in journalism and mass communication study courses are used? RQ2. What kind of activities of Facebook and Moodle courses are used during journalism and mass communication teaching process?
RQ3. Which is more popular among journalism and mass communication students of TSU – e-learning platform on Moodle or Facebook groups?
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Dali Osepashvili
5. Methods
5.1 Data collection
This study aims to determine and compare how effective the usage of social media and e-learning as an educational tool during the journalism studies is. This paper examines student’s attitudes towards using two online platforms - Moodle and Facebook. Quantitative method - survey among journalism students was used as a research method.
5.2 Instrument
An electronic survey was conducted in March, 2014 among journalism and mass communication department students at TSU (I. Javakhishvili Tbilisi State University). The questionnaire included closed, multiple choice questions as well as open ended questions. The questionnaire consisted of 3 parts. The first part referred to Facebook usage; the second – Moodle platform usage and the third – demographical data of respondents (see Appendix). The first and as second part had included the same 10 questions.
5.3 Participants
The online survey was created using gmail forms and this web-link (docs.google.com/forms/d/1bOAS1akxGb8FL-OPlEk5WmNYFgz2j9pAg7LaOvNGSpI/viewanalytics) was emailed to 150 students as a personal mail or Facebook message and responses were received from 121 students (n=121). In this survey, 89 BA level, as well as 32 MA level journalism students participated (As a whole there are 600 students in Journalism and Mass Communication department at TSU).
6. Main Findings Respondents profile: 78 % (n=96) of the questioned respondents were women and 22 % (n=25) men.
Table 1: Gender of respondents: Female 96 78% Male 25 22%
Table 2: Study Level of respondents:
70% (n=89) of the questioned respondents were Journalism students BA level and 30% (n=22) MA Students. BA Students 89 70%
MA Students 32 30%
Table 3: In how many courses do you use MOODLE and Facebook group? Number of Courses
Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook 1 59 5 49% 4% 2 31 15 27% 12% 3 and more 16 98 14% 81% I never used 15 3 12 2%
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Dali Osepashvili
Figure 1: Number of Courses
Table4: How frequently do you use MOODLE and Facebook for study purpose? Frequency of Using Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook Several times a day 3 63 3% 52% Once a day 1 13 1% 11%
Once a week 39 0 34% -
Several times a week 25 40 22% 33% seldom 31 5 27% 4% never 17 0 15% -
Figure 2: Frequency of Using
Table 5: Do you use MOODLE or Facebook group for obtaining information referring to these study courses? Obtaining information referring to these study courses
Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook
Yes 59 114 51% 96% No 57 33 49% 4%
3 1
39
25 31
17
63
13 0
22 27 15
0 20 40 60 80
several times a
day
once a day
once a week
several time in a
week
seldom never
MOODLE Facebook
5931 27
155 15
98
30
50
100
150
1 2 3 and more
courses
I never used
MOODLE
381
Dali Osepashvili
Table 6: Do you use MOODLE or Facebook group for uploading home tasks?
Uploading home tasks Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook
Yes 82 74 71% 63% No 33 44 29% 37%
Table 7: Do you use discussing forums with course mates or professors for study purpose?
Discussing study forums Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook
Yes 7 67 6% 57% No 106 50 94% 43%
Table 8: Do you use MOODLE or Facebook Chat with course mates or professors? Using the Chat Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook Yes 1 100 1% 83% No 120 21 99% 17%
Table 9: In your opinion, what are the advantages of MOODLE or Facebook as supplementary tools for study purpose?
Advantages Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook Possibility of collecting study resources on one platform
77 70 36% 21%
Possibility of uploading home tasks 81 0 38% -
Possibility of testing 51 0 24% -
Possibility of discussing forums 0 43 - 13%
Sharing texts, links , photos or videos with others
0 89 - 27%
Interactivity 0 49 - 15%
Reinforcing communication ability 0 50 - 15%
Entertaining 0 18 - 5%
other 5 10 2% 3%
Table 10: In your opinion, what are the disadvantages of MOODLE or Facebook as supplementary tools for study purpose?
Disadvantages Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook It takes a lot of time - 63 50%
8
- 38 32%
It is less interactive 61 - 43% - Does not have the function of sharing
61 - 43% -
other 21 24 15% 19%
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Dali Osepashvili
Table 11: In your opinion, how important the usage of MOODLE or Facebook in teaching processes is?
Importance of using MOODLE or Facebook in Education
Number of Respondents Percentage of Respondents
MOODLE Facebook MOODLE Facebook 1 12 2 11% 2% 2 23 11 20% 9%
3 32 30 28% 25%
4 30 49 26% 42%
5 17 26 15% 22%
12
2332 30
17
211
30
49
26
0
20
40
60
1 2 3 4 5
MOODLE
Figure 3: Importance of using MOODLE or Facebook in Education
7. DiscussionAccording to the results of this research, the frequency of using Facebook for educational purposes is higher than MOODLE platform. 81 percent of questioned students have 3 and more study courses on a Facebook groups while only 14 percent of respondents have 3 and more study courses on e-learning portal. It may be explained by the fact that most of these Facebook courses have mostly communicational purposes to spread some information about this study subject while the main goal of MOODLE based courses is to upload home tasks, study resources and organize testing. As students mentioned in open ended questions it would be better if professors used academic forums more actively on Facebook groups as well as on Moodle platform.
As for the frequency of using Facebook during the day, 52 percent of respondents use it several times a day and 11 percent, once a day while as a previous research showed, 55 percent of students visited this site at least once a day (Dwyer et al. 2007)
According to this research results, most of the journalism students at TSU think that the usage of Facebook as a supplementary tool for teaching process is more important than e-Learning platform based on MOODLE. The students’ assessment should be explained by so called Facebook ‘effects’: its interactive, communicative, entertaining etc. which are its advantages.
As the questioned students emphasized in open ended questions, Facebook group has a lot of advantages. It’s more effective, more convenient, easier to use and a more vivid form because of instant interaction. These groups help them and learning process becomes more interesting and improved.
First of all, they obtain information referring to study courses. 96 percent of questioned student think so; 83 percent of respondents use Facebook chat as a synchronal communication with professors or course mates.
Besides, as students mentioned in additional open ended questions, Facebook is very useful and important, because of its sharing function. Journalism students can share and spread their media products not only among Facebook group member but also via social media.
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MOODLE is a less vivid form and almost excludes interactivity. Despite this, MOODLE is as useful tool as social media. MOODLE has its own advantages – as some questioned respondents mentioned in open ended questions, besides testing, home task module and possibility to collect all study recourses together, is more comfortable, because its availability in any time. In some organizations, especially, in state institutions social networking during working hours is forbidden and accordingly, students who are employed there can’t have access to Facebook study group.
What are the disadvantages of using social media for educational purpose? As students mentioned in open ended questions, Facebook sometimes distract them from learning processes. As 52 % of questioned students think, it requires a lot of time. They become so addicted to social network that very often during the whole day they even check their Facebook account via mobile phone. But this issue, how frequently students use mobile phones for educational purpose is another topic of our future research.
The limit of this research was only to determine the students’ attitudes toward the usage of Facebook and MOODLE platform. For further research it will be interesting to study professors’ opinion about this topic too.
Conclusion Main research hypothesis which has been confirmed is that although TSU has MOODLE platform and some journalism courses are based on this platform, Facebook groups are more popular among students. 81 percent of questioned students have 3 and more study courses on a Facebook groups while only 14 percent of respondents have 3 and more study courses on e-learning portal; 52 percent of respondents use Facebook several times a day while the frequency of Moodle is 3 percent.
According to the results of this research, social media platform, especially, Facebook groups are actively used by journalism and mass communications professors of TSU during the learning process as a supplementary instrument of teaching but in most cases it has communication purpose. As it was revealed by this study, these closed groups are more popular among students than MOODLE platform.
Main finding which was revealed by this research is that the usage of Facebook in journalism education is useful because it gives students an opportunity to share and spreading their media production (videos, newspapers, magazines or some photos or articles) not only Facebok group members but also via social media users.
As previous studies reveal despite the using social network sites in education, CMS (Course management system like of Blackboard, Moodle etc. dominated while according to our research in Georgian case, Facebook dominates.
In my opinion and from my practical experience, despite such popularity of Facebook in modern journalism educational system in Georgia, MOODLE platform is not less useful and valuable compared with social media platforms (because of tests and home modules).
It should not be considered as MOODLE vs. Facebook. They don’t exclude each other. Moreover, they complement each other and despite the challenges, it makes learning environment more interesting, more effective and more student-oriented.
As a result of this research some practical recommendations appear:
Usage of Social media tools are important during the learning and teaching processes of journalism courses but it is desirable to use Facebook not only for communicational but also for collaborative aim. It is especially desirable to use it more actively in practice based subjects;
It would be good if teachers used Moodle platform together with Facebook tools; It is desirable, to promote using of Moodle among teachers; because of its academic character it less
distractive from learning processes; It would be better if academic discussions forums were used more actively on Moodle as well as on
Facebok groups.
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Appendix
A block: 1. In how many courses do you use Facebook group?:1 2 3 and more I never used
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2. How frequently do you use Facebook for study purpose? Several times a day Once a day Once a week Several times a week Seldom Never 3. Do you use Facebook group for obtaining information referring to these study courses? Yes No 4. Do you use Facebook group for uploading home tasks? Yes No 5. Do you use discussing forums with course mates or professors for study purpose? Yes No 6. Do you use Facebook Chat with course mates or professors? Yes No 7. In your opinion, what are the advantages of Facebook as a supplementary tool for study purpose? Possibility of collecting study resources on one platform Possibility of uploading home tasks: Possibility of testing: Possibility of discussing forums; Sharing texts, links, photos or videos with others; Interactivity; Reinforcing communication ability; Entertaining; Other. 8.In your opinion, what are the disadvantages of Facebook as supplementary tools for study purpose? It takes a lot of time; It can be accessible to others; It is less interactive; Does not have the function of sharing; Other 9. In your opinion, how important is to use Facebook in teaching and learning processes? 1 2 3 4 5 10. Would you like to add something? B block: 1. In how many courses do you use Moodle platform?: 1 2 3 and more I never used 2. How frequently do you use Moodle platform for study purpose? Several times a day Once a day Once a week Several times a week Seldom Never
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3. Do you use Moodle platform for obtaining information referring to these study courses?Yes No 4. Do you use Moodle platform for uploading home tasks?Yes No 5. Do you use discussing forums with course mates or professors for study purpose?Yes No 6. Do you use Moodle platforms chat with course mates or professors?Yes No 7. In your opinion, what are the advantages of Moodle platforms as a supplementary tool for study purpose?Possibility of collecting study resources on one platform Possibility of uploading home tasks: Possibility of testing: Possibility of discussing forums; Sharing texts, links, photos or videos with others; Interactivity; Reinforcing communication ability; Entertaining; Other. 8.In your opinion, what are the disadvantages of Moodle platforms as supplementary tools for study purpose?It takes a lot of time; It can be accessible to others; It is less interactive; Does not have the function of sharing; Other 9. In your opinion, how important is to use Moodle platforms in teaching and learning processes?1 2 3 4 5 10. Would you like to add something?C block: Level of Study: BA MA Gender: Female Male
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