Facebook as a Medium for Communication - Essay Example

CHAPTER V – DISCUSSION Introduction The discussion chapter deduces, expounds and discusses the findings of the study in regard to the research questions. These are how Facebook as a medium for instruction and communication enhances student’s learning. The other question deals with how Facebook as a medium for communication and instruction strengthens students’ self-efficacy beliefs. In the research conducted, it is noted that social networking sites are very important and effective in learning (Atwong & Hugstad, 1997). The research, aimed at using Facebook to instruct Saudi Arabian students on a new language which is English, depicts social interaction as very important in enhancing understanding and positive self-efficacy beliefs. The discussion is based on results obtained from an open ended questionnaire with responses from the participants. The questionnaire had 18 items sub-divided into sections on the participant’s views, beliefs as wells as perceptions. Summary of Main Results Many researchers have conducted research on the importance of social interaction and a community of learners. Among the well-known theories are the sociocultural theory and the community of practice theory. Both theories assert that learning objectives are effectively achieved when learners are placed in learning situations that give them an opportunity to engage and interact with each other (Vygotsky, 1978) and (Lave & Wenger 1991). Facebook is a social networking site that allows learners to socially interact in a common practice or with the same agenda. Facebook has many features that allow students to interact. For instance, there is a comment option where people can comment on ideas; there is a like option for liking information posted on a page. Additionally, people can share meaningful information through the share feature. Vygotsky’s sociocultural theory describes cultural tools, language and social interaction as important components of learning (Vygotsky, 1978). Through these components, students interact and learn new things. Community of practice theory refers to a group of people sharing a similar idea in this case learning (Lave & Wenger 1991). They interact together to achieve their learning objectives. In the research one instrument of study has been used, which is an open ended questionnaire. The open ended questionnaires were distributed to participants and each had 18 items. These items were subdivided into three parts: views, beliefs and perceptions. The participants’ views are important as they have been used to give a subjective discussion. Bearing in mind that people differs in their outlook on things; the views are compared with current studies conducted to discuss the findings. Beliefs are what everyone thinks to be true in their own manner (Bandura, 1995). In this research beliefs are an important part of the discussion, which have been used to answer the research questions on, how Facebook as a medium of communication strengthens student’s self-efficacy beliefs. The perceptions of the participants have been important in determining how they think Facebook has helped in their learning (Uslues & Mazman, 2008). How Facebook as a Medium for Communication and Instruction Enhances Students’ Learning The results of this study show that Facebook increases student’s learning. According to Ophus & Abbitt (2009), Facebook as a medium for communication, has been noted to result in increased interaction among people than any other form of communication. As a result it acts as a very effective medium of passing meaningful information from one person to another. Among the questions asked to the participants was the perceived usefulness of Facebook in learning. Using the responses attained from two of the participants, it is noted that both students saw Facebook as a means of learning, which makes learning easy and that permits interaction as well as cooperativeness. Ease of learning is achieved through the ability to share ideas, different education material can be shared, the learners are more exposed and learning is easy due to sharing and engaging. Facebook permits interaction as well as cooperativeness because differing individuals can be brought together to contribute their differing viewpoints. In Facebook, a large number of people are engaged, which results in a wide array of information. According to Ophus and Abbitt (2009), students are greatly supportive of the use of a social networking site, especially those involved in higher education. This means that when students are introduced to the use of Facebook, so as to aid their understanding of a specific subject, they are likely to become active and contribute a lot in the site. On the question of uses of Facebook in improving learning, the participants described Facebook as an effective learning tool. This is because it makes learning easy, has numerous features and information is current and updated. The findings are in line with those of McCarthy (2012) who noted that, there are supportive attitudes from learners in using Facebook as a learning tool. Attitudes are derived from the fact that Facebook is a platform familiar to learners and permits admittance to academic material on a structure they use routinely (Ophus & Abbitt, 2009). Saudi Arabian students realize the need to learn English prior to furthering their studies in Australia. As such any platform created in assisting them will be of great importance. However, in the research questions filled by the students, they note Facebook as an effective tool. Another important finding is that, Facebook was noted to have numerous applications that aid social interaction among students (Ophus & Abbitt, 2009). With the formation of a group the students could come together with the same aim of learning English. This claim is supported by the community of practice theory, which describes people as a group with a similar agenda. Through the creation of the English Learning Group on Facebook, the 30 participants are able to interact through wall posting, sharing English-related information, publicizing events, English topical discussions and by availing feedback to each other via comments and likes. The participants liked the fact that they could get English related learning information on Facebook, since it was something accessed frequently (Kirschner & Karpinski, 2010). Another important finding is on how Facebook acts as an additional and valuable learning tool. In regard to the question on the value of Facebook in learning, two participants’ views have been discussed. One of the participant said that Facebook acted as an additional learning tool for them. The other student referred to Facebook as a valuable tool with a new learning experience. It acts as an additional tool for learning because students do not just depend on theoretical forms of learning (McCarthy, 2012). Facebook is a valuable tool, which allows for new experiences and creates confidence among the learners. Additionally, from the questionnaires filled, most of the students noted that Facebook was a better strategy than other forms of instruction. This is attributed to the fact that a Facebook group facilitates more group involvement as well as appreciation for its inclusion in learning. One of the major factors to informative learning strategies includes active student participation, where association and co-operation are the major contributors to triumphant learning (Ferdig, 2007). There is proof that technology backs the associations, whereby Facebook acts as a well-known platform through which these social interactions can be conveyed (Kirschner & Karpinski, 2010). A huge number of student involvements with the English Learning Group in the research indicate that technology might enhance a collaborative as well as cooperative learning surrounding. The study accessed students’ thinking on the use of a created Facebook group as a learning resource. Many students demonstrated their satisfaction in the use of Facebook. From the participants’ responses in the questionnaires, it was noted that the participants could post meaningful information for their fellow students to access. As such students are able to share the wide array of information available from a different group member. Learning materials posted on the group save time and the hustle students have to undergo while sourcing for material elsewhere (Kirschner & Karpinski, 2010). These strategies without a doubt enhance the student’s learning. When comments are made on specific issues, it becomes easier for the student’s to interact and discuss on the issue, in turn enhancing their learning. Facebook is also more effective because the students are able to learn and correct each other (Ferdig, 2007). On the contrary, when the Saudi Arabian students learn individually, it becomes difficult for them to realize when one makes a mistake. An important finding was that a large category of responses proposes the use of social networking tools, specifically Facebook, as an addition to existing online social interactions, to network and research in groups with other students. Through the use of the feedback obtained from the questionnaires filled by participants, Facebook was noted to have aided in enhancing the student’s English skills. It is noted that a majority of the students view Facebook and learning as inseparable tools. This is because Facebook aids in social interactions among people, while learning English was perfectly achieved through social interaction (Ferdig, 2007). Hence, leading to the declaration that Facebook is the most applicable manner through which students can enhance their learning skills. It is noted from the participants’ responses that Facebook acts as a platform for sharing information for students from similar educational fields (Boyd & Ellison, 2007). All the participants in the study aim at enhancing their English; hence they all share a common educational field. It prepares students to greater English terms and phrases, which they will encounter while pursuing their further studies (Boyd & Ellison, 2007). The group can also be frequently used to enhance their English language skills even after they enroll in Australia for further studies. Since the Facebook group is aimed at preparing students for their further studies, it is also noted that Facebook enhances learning (Boyd & Ellison, 2007). It acts as a suitable platform where individuals can converse with each other enabling them to learn new things. It also creates awareness to the Saudi Arabia students on how to easily learn English. How Facebook as a Medium for Communication and Instruction Strengthens Students’ Self-efficacy Beliefs Individual self-efficacy beliefs are notable in all factors of life. Self-efficacy refers to what assists in nurturing effort, determination, spirit, composure, as well as hopefulness in the face of hardship. It is described as the belief in one’s abilities to arrange and carry out the courses of action needed to handle prospective circumstances (Bandura, 1995). If an individual does not believe that their attempts will lead to the desired outcomes, then it becomes hard to implement the beliefs and vice versa. Great self-efficacy beliefs increase motivation as well as performance (Bandura, 1995). On the question of the enhancement of self-efficacy of students, the participants said that Facebook aided in building their confidence and they could express themselves freely. As Saudi Arabian students studying in Australia, learning English is very important for the students. English language will be applicable in the differing areas of study that they intend to pursue. Bearing in mind that the students have very little English skills, they might find learning in Australia difficult and stressing for them. Hence, the need for a communication and instruction platform through which students’ self-efficacy beliefs could be improved. Another important finding in the research conducted was that, a majority of the students expressed their lack of skills in the English language. It is realized that Facebook as a learning platform creates a way for students to share and discuss their problems. In regard to the question on the purpose of Facebook usage in education, participants said that with progressive use of Facebook they were able to reduce their fears and could share information more openly with other participants. Through discussion and sharing, solutions to the problems are derived in turn enhancing the students’ self-efficacy beliefs (Bandura, 1995). With the progressive sharing of ideas, students gain the needed confidence in learning the English language, and eventually get all the needed skills prior to enrolling for further studies in Australia. Beliefs influence the learning patterns of people. If a student believes that a specific manner of reading will lead in their success, then they are most likely to use the effective method. According to the participants’ response, students have their own beliefs, which influence their learning. Among the beliefs is the belief they have on how Facebook will be helpful to them in enhancing their learning (Lee, 2008). There are numerous ways through which Facebook enhances self-efficacy beliefs among the students, in regard to the participants response. Through the Facebook group created, the students are able to socially interact with each other. This creates a platform whereby the students are able to evaluate their work (Lee, 2008). Through the evaluation, they get to know where they have improved and when they make mistakes. This enhances self-efficacy believes because the manner in which an individual interprets the outcomes of their previous performance is a very influential source of self-efficacy beliefs (Bandura, 1997). The students get to correct each other on those areas that are difficult for others to understand, and with time they all enhance their English skills. Another important finding is that people form beliefs in their self-efficacy from observing what others are doing, and they model the desired conducts (Lee, 2008). In this case Facebook comments, posts, sharing, in addition to all content posted, on the group page, act as the manner through which the students enhance their skills (Usluel & Mazman, 2010). They are able to model what is being taught to them through the postings. For instance, if a student posts a note on how to pronounce various words in English then, the other students get to read what has been posted and in turn improve their pronunciation. Through this other students will source for information and also share with the Facebook group members. When other students comment on how another student has been helpful, or like the postings, it enhances the self-efficacy beliefs of the student. There are also those students who have come up with better ways of improving their English skills. They could mentor others who find learning difficult through Facebook and act as models (Wang, 2008). Facebook acts as a social persuasion tool. Social persuasion refers to the general judgments that are made by other people. They can also be referred to as appraisals (Kirschner & Karpinski, 2010). Positive appraisals are noted to result in enhancing self-efficacy beliefs, whereas negative appraisals fail to enhance self-efficacy beliefs (Bandura, 1995). In the research conducted, the students are supposed to share, comment and like what is posted by their fellow participants, through Facebook. From the participants’ response, it is noted that Facebook is the most suitable social network through which all these activities can be effectively executed (Usluel & Mazman, 2010). Students review, edit and evaluate the work done by their fellow students. They then note those areas where they have improved or done well. Such strategies encourage students to continue working hard in learning English. It also gives them the hope that with time they will get to learn the English language, hence increasing their self-efficacy beliefs. Facebook enhances the students’ self-efficacy beliefs by providing a platform for students to reflect on their performance (Hosni & Fatima, 2012). Through social interaction with other students, students get to familiarize themselves with the English language. In the research conducted, the students are asked on their perception on how they think Facebook increases self-efficacy of the students. According to a large number of the participants, as social interaction enhances they become more open to each other since hesitation declines (Conroy, 2010). As a result, it becomes possible for students to respond and become more active in the group. Facebook makes it possible by ensuring that the students are able to interact freely. Facebook groups are open to all members of the group. This means that any student can respond to any other students’ questions or access any group member’s posting. Social interaction develops the needed confidence among the students, attained over time and, which in turn enhances the self-efficacy beliefs among them (Bandura, 1995). The results of the study demonstrates the popularity as well as interactivity of Facebook and how it can assist form a self-motivated association with students’ thinking, of English as a language they can easily learn and understand through practice. The, social interactive, service might endorse students to make use of services offered and become more involved in activities that improve their English skills (Shih, 2010). Saudi Arabian students come from a non-English speaking nation and already have the perception that English is a difficult language. However, they are determined to improve their English skills as they will be very important and helpful for them as they pursue further education in Australia. Thus, through the noted improvements they get by interacting through Facebook, the students’ self-efficacy skills will be enhanced. Conclusion This study aimed at assessing the importance of Facebook in enhancing learning, as well as self-efficacy, among students. The results of the study depict the role of social interaction in learning as well as in improving self-efficacy beliefs. There are numerous ways through which students gain from social interaction, which include its function as a platform for education and social persuasion tool. Students are able to interact and gather meaningful information from each other. A Facebook group for Saudi Arabian students, which aimed at improving their English skills through social interaction, was created. Facebook has many features that are greatly important in this context. It allows people to share ideas, post notes, comment, like other people’s status and also invite people to forums. In overall, it can be concluded that Facebook and learning go hand in hand, because, as people socially interact, they get new ideas from those they interact with, hence; Facebook enhances learning. Students also have their own beliefs, which could be improved through social interaction with platforms like Facebook. Students, share, correct and acknowledge each other’s effort in turn improving students’ self-efficacy beliefs. 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