Effectiveness and obstacle of using Facebook as a tool to facilitate student-centred learning in higher education

Given no significant difference in the HKU responses collected among different years (p > 0.05; one-way ANOVA), the data from these years were combined as one group (i.e., N = 123) for analysis.

Table 2 presents the questionnaire results regarding student views on incorporating Facebook in their course assessment.

Table 2: Questionnaire results on the use of Facebook as a tool for assessment

	Items	HKU (%)(N=123)	HKIEd (%)(N=26)
1.	I was able to cope with this assignment easily.	78.9	84.6
2.	This assignment encouraged me to be creative.	82.9	88.5
3.	This is an interesting assignment to arouse my awareness in contemporary environmental issues.	83.7	96.2
4.	I enjoyed taking the pictures and sharing my views on the two environmental issues.	84.6	88.5
5.	I enjoyed the learning process of viewing the pictures and listening to the presentations given by my classmates.	82.1	100.0
6.	I would like to further review the pictures and read the captions made by my classmates on Facebook and give feedback or comments on some of them using Facebook’s Wall as a form of peer discussion..	65.0	79.6
7.	I would like to further share my pictures and captions with my friends via Facebook.	49.6	61.5
8.	I will add this assignment Facebook address to my own Facebook and further share it with my friends.	40.7	30.8
9.	It is a good way to promote environmental awareness by posting our pictures and captions on Facebook.	74.8	88.5
10.	The learning activities were well organized that provided me an overview of current environmental problems in Hong Kong.	82.1	65.4
11.	I learnt much from the interactive discussion among students and the lecturer during the presentation sessions.	75.4	80.8
12.	This assignment inspired me to pursue further learning in the field of environmental management/ education.	74.0	73.1
13.	I achieved the learning outcomes of this assignment.	82.9	80.8

Results revealed that students in general were able to cope with the assignment (HKU: 78.9%; HKIEd: 84.6%). About 80% of students in each of the courses perceived they have achieved the learning outcomes of the assignment (HKU: 82.9%; HKIEd: 80.8%). Over 80% of them found applying Facebook in the assignment interesting (HKU: 83.7%; HKIEd: 96.2%) and all students in HKIEd enjoyed this kind of learning process (HKU: 82.1%; HKIEd: 100%). Students also showed positive comments on the constructivist use of Facebook in their learning as they found it helpful in peer discussion (HKU: 65.0%; HKIEd: 76.9%), interactive discussion in class (HKU: 75.4%; HKIEd: 80.8%) and further learning pursuit in the field (HKU: 74.0%; HKIEd: 73.1%).

Students, in general, supported that the sharing function of Facebook was a good way to promote environmental awareness (HKU: 74.8%; HKIEd: 88.5%). Nevertheless, it was important to note that students were not inclined to share the assignments out to their personal accounts or share their assignments to their friends (HKU: 40.7%; HKIEd: 30.8%). Statistical analysis by one-way ANOVA indicated that students concerned on the privacy issues induced by the use of Facebook (Q.7, 8). The mean score of this category was the lowest (HKU: 58.5 ± 20.3 SD; HKIEd: 58.65 ± 17.95 SD) (one-way ANOVA, p < 0.0001 for both Universities) when compared with other groups (Figures 1 and 2).

The segregation identified in the study suggested student resentment of their social networking space being invaded by their academic study. This result also echoed the findings revealed by Madge et al. (2009) that the majority of students opposed lecturers or university supporting staff to contact them via Facebook for teaching, marketing, pastoral or administrative purposes.

Figure 1. The mean scores of the six categories of HKU data. Error bars show ±1SD values.

Figure 2. The mean scores of the six categories of HKIEd data. Error bars show ±1SD values.

In order to determine the factor(s) affecting the overall achievement in learning outcomes (Q13), multiple regression analysis was conducted against various predictor variables that are described in the Research Design. The results from HKU data showed that “Intended learning outcomes” (p < 0.0001) was the only variable significantly determining the overall achievement in learning outcomes. The resulted regression model (p < 0.0001; R2 = 0.347) is as follows:

The results from HKIEd study, on the other hand, indicated that “Privacy issue due to the use of Facebook” is the determining factor negatively affecting the overall achievement in learning outcomes (p < 0.016; R2 = 0.218) and the regression model is: