Nurse Education Today 34 (2014) 1012–1017
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Nurse Education Today journal homepage: www.elsevier.com/nedt
Social networking as a learning tool: Nursing students' perception of efficacy Marion Tower a,⁎, Sharon Latimer b, Jayne Hewitt c a b c
Nathan campus, Griffith University, Kessels Rd., Nathan, QLD 4111, Australia Logan campus, Griffith University, University Drive, Meadowbrook QLD 4131, Australia Gold Coast campus, Griffith University, QLD 4222, Australia
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Article history: Accepted 5 November 2013 Keywords: Nursing students Social media Facebook Learning tool
s u m m a r y Background: The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. However, the educational use of social networking sites such as Facebook is still under explored. Nursing students often perceive bioscience subjects as difficult and lack self-efficacy in their ability to be successful. In this case, as the final assessment for a bioscience related subject approached, students became increasingly anxious about their ability to perform in the assessment item. To better support students, a Facebook group was formed. Objectives: The aim of the study was to examine students' perceptions of the efficacy of using Facebook as a tool to support study. Design: A convenience sample of BN students (n = 533 across 3 campuses), enrolled in the subject Medications and Safe Administration, were invited to join. 373 BN students joined the group (70% of the student cohort). A solution-focussed orientation underpinned the management of the group. Methods: A descriptive, online survey was administered following release of students' results for the final assessment item to assess students' perceptions of how effective the group had been in helping them learn. The survey contained both quantitative and qualitative questions. Responses were received from 89 students (24%). Survey data were analysed descriptively and qualitative data were analysed thematically by the academic team. Results: Students perceived the group to be an innovative method of study support that guided learning by enhancing self-efficacy in their learning. Students also described how it was useful in promoting peer learning and engaging with academics. Conclusions: Social media platforms such as Facebook have the potential to enhance students' self-efficacy in learning and can support students to develop their learning to a deeper level. © 2013 Elsevier Ltd. All rights reserved.
Introduction The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. Studies suggest that social networking between academics and students enhances interaction and collaboration, information and resource sharing and develops skills in critical reflection (Ajjan and Hartshorne, 2008; Mason, 2006). Bartlett-Bragg (2006) suggests that integration of initiatives such as social networking into existing practices affords academics with important teaching opportunities. This article explores the use of social networking in supporting students' learning in a core course of a Bachelor of Nursing (BN) programme. Despite growing popularity, the educational use of social networking sites such as Facebook is however still under explored even though more than 70% of university students are active Facebook users (Mazman
⁎ Corresponding author. E-mail address: m.tower@griffith.edu.au (M. Tower). 0260-6917/$ – see front matter © 2013 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.nedt.2013.11.006
and Usluel, 2010; Roblyer et al., 2010). As of January 2012, Facebook has more than 800 million active users worldwide (Facebook, 2012). Although just over half of all Facebook users are aged 18–34, those in the 35–54 year age group account for 27.6% suggesting that social networking is no longer, if in fact it ever was, the sole realm of younger generations (Checkfacebook, 2012). Background Bachelor of Nursing (BN) students at a large southeast Queensland multi-campus university undertake a core first year subject entitled ‘Medications and Safe Administration’. The subject incorporates clinical application of pharmacology and the administration of medications, embeds principles promoting patient safety, and is reflective of the Australian Commission on Safety & Quality in Health Care (ACSQHC, 2011). Content is delivered on campus with blended learning support. The academics recognised that students might perceive the course as ‘difficult’ and were keen to develop innovative methods of supporting
M. Tower et al. / Nurse Education Today 34 (2014) 1012–1017
students to be successful in their study. It is recognised in the literature that many nursing students perceive bioscience or related subjects as difficult and struggle to engage with and successfully complete these subjects. Nursing students often lack confidence in their ability to be successful in these subjects and as a result often feel anxious and may perform poorly (Manias and Bullock, 2002; McKee, 2002). An additional factor likely to cause anxiety in this case was that the subject was ‘high stakes’ for students, in that students required a pass grade in order to progress to year two of the programme. Strategies such as midsemester evaluations and tutorial activities were undertaken to monitor student anxiety however, as the end of semester and study week approached it became apparent by the volume of emails that students were becoming increasingly anxious about the final assessment item, which was a significantly weighted 60% end of semester exam. The academic team met to discuss how best to engage with students to build their capacity to undertake the final assessment item. The literature regarding good assessment practice assisted to develop an approach and was guided by first year assessment principles (Kift, 2009). The approach was further guided by Taras (2010) who suggests a symbiotic relationship between students and academics. The strategy aimed to encourage dialogue between the students and academics and promote motivation and self-efficacy to further learning (Nicol and Macfarlane-Dick, 2006). In consultation with students, it was apparent that the available learning platforms that might allow academic-student engagement during off campus time were perceived as ‘clunky’, old fashioned and unenjoyable. Students instead requested a subject specific Facebook group. One student remarked: ‘Most of us are already on Facebook. So if you made a Facebook page about exam preparation for this course it would be really easy for us to check.’
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1977). Bandura (1977) describes four sources of self-efficacy; mastery, where self-efficacy is enhanced by successfully performing a task; social modelling, whereby self-efficacy is enhanced by watching other's successfully complete a task; social persuasion, where positive feedback enhances perception of capability to succeed and psychological responses, where personal responses and emotional reactions affect selfefficacy. Bandura (1977) suggests cooperative learning strategies as imperative to promote students' self-evaluation of their ability to achieve a sense of mastery. The use of social media as an educative tool can potentially afford such a learning space. Feedback via Facebook may not necessarily emanate from the educator, but from peers, and this serves to strengthen a sense of mastery and model an effective learning strategy (Bandura, 1977; Bowers-Campbell, 2008). Mazer et al. (2007) observe that the ‘personal’ interaction afforded to students increases motivation to participate and learn. Such interactions also persuade students to believe they have the skills to succeed (Bandura, 1977). Bandura (1977) asserts that supporting students' emotional responses in a way that addresses their anxiety will enhance self-efficacy. Social networking sites such as Facebook provide students the opportunity to autonomously direct and control their learning. Enhancing autonomy is beneficial not only because it increases students' engagement, but also because it simultaneously reinforces self-regulated learning strategies (Bandura, 1977; Bowers-Campbell, 2008). Rather than mandating participation, students self-monitor, self-evaluate and selfreinforce behaviour that supports learning (Kuiper et al., 2009). Aim The aim of the study was to examine students' perceptions of using Facebook as a tool to support study. Method
Literature Review A social networking site is an online platform where users can create a personal profile and connect with other users (Skiba, 2007). Facebook, a social networking site, is not well explored as a learning platform in the literature. Despite overwhelming popularity, Facebook is not without its shortcomings. Engaging with social media effectively blurs the line that divides personal and public information, and consequently personal privacy within these domains has been the subject of considerable discussion and debate (MacDonald et al., 2010). Concerns have been echoed in research on the use of Facebook as an educational tool with regard to privacy (Green and Hope, 2010). Despite these privacy concerns, a significant number of nursing students engage with the platform (Bumgarner, 2007). Students are very open to the use of Facebook for instructional purposes (Roblyer et al., 2010). Recognising this allows educators the opportunity to introduce learning experiences in a non-threatening environment, in a self-efficacious manner and affords academics a contemporary and innovative means of communicating with students to enhance student learning (Mazman and Usluel, 2010). Additionally, Mason (2006) highlights the goodness of fit that Facebook has in a social context for students and suggests that it enables peer feedback. The broad demographics of current undergraduate nursing students challenges nursing educators to develop novel and engaging methods to stimulate learning that supports academic learning (Gaynor et al., 2008) and suggest that students may not be well prepared for the rigours of tertiary study and at higher risk of failure (Harvey-Beavis and Robinson, 2000). Regardless of the challenges, educational research is replete with evidence that academic success is heavily influenced by self-efficacy, or a student's belief that they have the ability to master a task (Bandura,
Drawing on the literature and endeavouring to support students, academic staff designed a Facebook group. Forming a group rather than ‘friending’ students helped to maintain the divide between personal interaction and professional support (Teclehaimanot and Hickman, 2011). An email was sent offering the opportunity to engage with the group, explaining its aim and lifespan, and etiquette guidelines were distributed. The Facebook group was designed and managed using a solutionfocussed orientation to underpin student engagement. Encouraging students to become solution-generating engages students with reflective practice and is educative without being controlling (McAllister et al., 2006). It builds students' strengths in critical thinking and critical consciousness, and models how to move from problem-solving to solution-generating whilst developing skills that are transferrable to practice (Jackson and McKergon, 2002). This was encouraged by academics posting common queries related to the upcoming examination, posing a series of questions for comment and adding resources to the site to promote critical thinking and raise critical consciousness. On occasion, students gave incorrect information and were either guided to source more reliable information, or academics observed the subsequent discussion between students and only intervened to guide. The group was opened on day one of study week, seven days prior to students' undertaking the examination. A descriptive, online survey was used to evaluate students' perceptions. Sample A convenience sample of BN students (n = 533 across 3 campuses), enrolled in Medications and Safe Administration, were invited by email to join a Facebook group to support their study for the end of semester examination. 373 BN students joined the group (70% of the student cohort). Participation was voluntary. The demographics of the students
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M. Tower et al. / Nurse Education Today 34 (2014) 1012–1017
enrolled in year 1 of the BN highlighted that 70% were first in family at university,2 40% came from lower socioeconomic backgrounds and 35% had an OP (overall position) of greater than 11,3 with a median OP of 12.
Whilst an overwhelming majority of student participants reported that they perceived the use of Facebook to be an innovative way to support their learning, it should be noted that responses to innovation in design/format suggested that this is an area that could be improved on.
Ethics Ethical approval was obtained from the university Human Research Ethics Committee. Data Collection and Analysis A descriptive, online survey was developed and administered following release of students' results for the final assessment item. The survey contained both quantitative and qualitative questions. Quantitative data was collected in 19 questions using a 5 point Likert scale that ranged from ‘strongly agree’ to ‘strongly disagree’. Data were analysed using a descriptive analytic approach. Qualitative data were collected in the survey final item by affording participants the opportunity to comment. This data were analysed thematically by the academic team and involved looking for key comments that clustered around themes that emerged. Results Responses were received from 89 students (a response rate of 24%). The quality of the posts on the Facebook group was high. As Garner and O'Sullivan (2010) contend, students are able to discern between personal and professional social networking and to some extent selfmonitor the quality of information. Analysis of data highlighted a number of themes related to students' perceptions of using Facebook as a tool to support their study. Students described it as an innovative way to support their study and perceived it to be effective in guiding learning and in promoting peer learning. They found it a useful method of engaging with academics for study support. Social Media as an Innovative Method of Study Support Table 1 shows that the majority of participants reported that they felt social media was an innovative way to support their study. 88.6% of respondents agreed or strongly agreed that the Facebook site was an innovative and supportive method for preparing for examination. Approximately 90% of participants believed that the Facebook group effectively used online technology for preparation for assessment and 87.5% of participants reported the format and duration of the Facebook page was useful (Table 1). This was supported by qualitative data when participating students made comments such as: “It was a really amazing opportunity for us to have such a unique learning experience. You notice around exam times that is when most people are actually on fb whether they are procrastinating about study or talking to other people regarding content required..... It meant I could study & learn without the drag of conventional study.” And: “I must say it was innovative and with tweaking could be a great tool for students, certainly a wonderful medium that works and is comfortable for students.” 2 Being first in family to attend university, lower socio-economic status and high OP are all considered risk factors for students being successful in a university degree (Munro, 2011). 3 OP is the rank given to Queensland students to measure eligibility to enter university. It reflects how well a student has performed academically. OP ranges from 1 to 25 with 1 being the highest academic achievement. Approx. 60% of school leavers exit with an OP of 10 or less.
Perceived Effectiveness in Guiding Learning It was clear from the data (Table 2) that students found the Facebook group to be useful in guiding their learning to help with assessment. Overwhelmingly student participants reported they perceived that taking part in the group developed their knowledge about subject content (89.8%) whilst 83.2% of student participants felt their study skills related to subject content were guided in a supportive way. Details are presented in Table 2 below. This was supported by comments such as: “During the exam prep, if I came to a point that I couldn't clarify for myself, I was able to post a question and come back later for the answer. This stopped me panicing [sic] and stressing over answers.” And: “I noticed that if any students were feeling anxious this site provided clear guidance and support that assisted to alleviate concerns, anxiety about learning and provided clear guidance....or provided explanations that enhanced comprehension. I found that just by reading the content I felt reassured about my comprehension of this subject.” Whilst results were overall very positive, it was noted that almost 17% of students were either undecided or did not agree that the Facebook group guided their study skills around subject content, as demonstrated by the following student comment: “The group was a mere throw-together quick fix for the purpose of lastminute exam preparation only....” This suggests that the purpose of the group is an area that may require further clarification with students should the same support be continued in future years. Perceived Usefulness in Promoting Peer Learning There was strong evidence of the usefulness of the Facebook group to promote peer learning (Table 3). Almost 92% of students who participated reported that they found it useful to get help from other students and 87.5% of participating students' perceived collaboration through the Facebook group as an effective way to learn. Importantly, 92% of students perceived that the group was inclusive of all students and respectful of opinions and comments. That social media, in this case Facebook, was perceived as useful, to promote peer learning, was supported by comments such as: “I think Facebook is very helpful for the preparation of my study and also I received important information and ideas from other students.” In addition: “The Facebook group was an excellent tool in assisting us to learn and focus our study attempts. It made me feel more prepared and opened up a place for the students to share concerns and assist each other.” There was a small percentage of students who participated (12.4%) who were either undecided or who did not perceive the group was useful for promoting collaborative learning. However, there is no qualitative data to give context to this.
M. Tower et al. / Nurse Education Today 34 (2014) 1012–1017
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Table 1 Frequencies (n and %) of participants who perceived social media as innovative to support study. Survey theme - innovation
Innovative exam preparation method Innovative use of on line technology Innovation in design (format/duration)
Strongly agree
Agree
n
%
n
%
n
Undecided %
n
Disagree %
n
Strongly disagree %
45 49 37
51.1 55.1 42.0
33 31 40
37.5 34.8 45.5
7 6 5
8.0 6.7 5.7
0 0 2
0.0 0.0 2.3
3 3 4
3.4 3.4 4.5
Table 2 Frequencies (n and %) of participants who perceived social media as effective in guiding their learning for assessment. Survey theme Guiding learning Develop knowledge Enhanced learning Guided skills Helped explain difficult concepts Integrated learning and assessment Effective learning format Comfortable learning climate
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
n
%
n
%
n
%
n
%
n
%
42 51 42 43 42 47 48
47.2 57.3 47.2 49.4 47.2 52.8 54.5
37 30 32 38 39 36 33
41.6 33.7 36.0 43.7 44.3 40.4 37.5
2 3 9 3 4 1 3
2.2 3.4 10.1 3.4 4.5 1.1 3.4
3 2 3 0 0 1 1
3.4 2.2 3.4 0.0 0.0 1.1 1.1
5 3 3 3 3 4 3
5.6 3.4 3.4 3.4 3.4 4.5 3.4
And:
Perceived Usefulness as a Method of Engaging with Academics for Study Support
“I found the Facebook group to be very helpful when preparing for the exam because it provided me with almost instant feedback to questions. Also when extra students were asking the same questions it would indicate to staff where extra help/clarification was needed regarding content of the course.”
The perceived efficacy of a Facebook group to engage with academic staff is an important finding. The data in Table 4 indicates that students who participated in the group found it a useful means of study support. Clearly, students appreciated the timeliness and nature of feedback (95.5%) and 94.4% of students participants perceived this feedback as helpful and respectful. Importantly, 88.7% perceived that the academic support offered stimulated their interest in the material. The perceived value of the academic support was supported by comments such as:
Overall, it was clear that students who participated in this Facebook group perceived that it was overwhelmingly helpful in helping them learn. Students, who were already stressed about upcoming assessment in a challenging subject, perceived that the group was an innovative method to support their study for an end of semester, high stakes examination. Importantly, students reported that it was a useful group in which to guide their learning for assessment and through which they could engender peer support to help them study. Also of significance is that students perceived using a Facebook group as an important
“It was a great idea to have this Facebook page up, and to have lecturers personally answering our questions. It was much less intimidating than having to send a personal email, as I often feel like a bit of a burden when I send an email at a busy time of semester.”
Table 3 Frequencies (n and %) of participants who perceived social media as a useful method to promote peer learning. Survey theme Peer learning Other students' help Effective collaboration Inclusive and respectful
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
n
%
n
%
n
%
n
%
n
%
53 46 54
60.2 52.3 62.1
28 31 26
31.8 35.2 29.9
3 6 3
3.4 6.8 3.4
1 1 1
1.1 1.1 1.1
3 4 3
3.4 4.5 3.4
Table 4 Frequencies (n and %) of participants who perceived social media to be a useful method to engage staff for study support. Survey theme Engaging with staff Timely, constructive feedback Stimulated interest Staff enthusiasm Helpful and respectful Effective facilitation Supervision and guidance
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
n
%
n
%
n
%
n
%
n
%
55 40 50 56 52 50
61.8 44.9 56.8 62.9 58.4 56.8
30 39 29 28 31 31
33.7 43.8 33.0 31.5 34.8 35.2
1 5 6 2 3 3
1.1 5.6 6.8 2.2 3.4 3.4
0 2 0 0 0 0
0.0 2.2 0.0 0.0 0.0 0.0
3 3 3 3 3 4
3.4 3.4 3.4 3.4 3.4 4.5
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way to gain academic support to guide their study. The findings will be discussed below. Discussion This paper builds on the small body of knowledge about using social networking sites for learning purposes and suggests that social networking may be useful in supporting students' learning. It was clear that students reported an overwhelmingly positive experience. Students perceived that the group was an innovative method to support their study for an end of semester, high stakes examination. Innovation, as a teaching method to support students' learning is of emerging interest to academics in an era of rapid technological advance (Johnson and Romanello, 2005). Using innovation in teaching, from a student perspective, is about using strategies that excite or stimulate interest and in which the student has an active role (Neumann and Hood, 2009). Importantly, using innovative teaching methods allows students to explore different opinions and take control of their own learning. Additionally, using novel approaches to teaching can help students understand content and avoid rote learning (Stupans et al., 2010). This may support students' learning by enhancing students' self-efficacy by achieving a sense of mastery (Bandura, 1977). Importantly, students reported the group was as useful in helping them to learn by engaging in peer learning and support. Peer learning has long been recognised as a method to encourage meaningful learning by encouraging students to work together, develop critical reflection skills, articulate knowledge and manage their learning (Boud et al., 2001). A major advantage of peer learning is that students take responsibility for their own learning by giving and receiving feedback to and from other students (Keppel et al., 2006). It also provides students with skills that are transferrable to practice such as teamwork, and promotes life-long learning (Tan, 2003). Eisen (1999) suggests that effective peer learning must be voluntary to allow learning to occur in an environment where there is trust, mutuality, closeness and authenticity. This finding suggests that the group might enhance students' selfefficacy by providing a sense of mastery and social modelling, and informing students' psychological responses (Bandura, 1977). A further finding was that students believed that by engaging with the Facebook group they felt better prepared and had a deeper understanding of the content of the course. This may correspond with Bandura's (1977) social modelling and persuasion, which in turn raise feelings of self-efficacy. There is evidence to suggest that feelings of self-efficacy have a positive outcome in examination performance (Gaylon et al., 2012). The Facebook group afforded academics the opportunity to interact with students to support their learning. As Havnes (2008) suggests, much of student learning extends beyond the curriculum through peer interaction. In this case, it also allowed academics insight into students' extracurricular, but controlled worlds, without concerns regarding boundaries. The group allowed students to ask questions without the usual anxiety of having to speak in front of other students and this may be particularly pertinent for students who have English as a second language. It also allowed academics to detect if there were key themes around where students felt anxious. This may also relate to increasing students' self-efficacy by affording a sense of mastery, social persuasion and shaping psychological responses. Importantly, it was a way of engaging with what is routine for many students (Hamid et al., 2010). Indeed, as McMcMillan and Morrisson (2006) comment, Facebook is an unremarkable means of communication with students whose lives are enmeshed with internet technology. Whilst engaging with the Facebook group students explored and interrogated what they were learning. There were many instances where students contested assumptions. This is an important point. Torrance (2007) cautions that education is moving from assessment of learning to a period of assessment for learning where students' work is coached. Taras (2002) also cautions that students are receiving the wrong
message about higher education, in that academics are more concerned about grades than about learning. The Facebook group gave students a safe environment in which to test their assumptions and engage in deeper level learning prior to assessment and as such, enhanced a feeling of self-efficacy around their ability to be successful in the examination. Conclusion Using social media platforms such as Facebook is an innovative method by which academics can engage students in their learning. It promotes academic–student interaction in the students' extracurricular world without raising issues around boundaries. Importantly, social media affords a supportive environment that encourages and facilitates peer learning. This encourages students to work together, develop critical reflection skills, articulate knowledge and manage their learning. In turn, this may provide students a sense of mastery, afford modelling experiences and reflect social persuasion regarding their capability to be successful. This may lead to enhanced self-efficacy, which is a powerful predictor of student success. Limitations One limitation is that not all students have Facebook accounts. To avoid potential disadvantage to students who did not have an account study resources and topics that arose on Facebook were also posted on the blended learning site promoted by the university. A second limitation is that students may have been reluctant to take part in case they were perceived by academics to lack basic knowledge and this might reflect on how they would be graded. An important limitation is that the response rate to the survey was low and further research is required to substantiate the findings. One possible reason for the low response rate was the timing of the survey in that it occurred whilst students were on vacation from university. References Ajjan, H., Hartshorne, R., 2008. Investigating faculty decisions to adopt Web2.0 technologies: theory and empirical tests. Internet High. Educ. 11, 71–80. Australian Commission and on Safety and Quality in Health Care, 2011. The National Safety and Quality Health Service Standards. ACSQHC, Sydney. Bandura, A., 1977. Self-efficacy: towards a unifying theory of behavioral change. Psychol. Rev. 84, 191–215. Bartlett-Bragg, A., 2006. Reflections on pedagogy: reframing practice to foster informal learning with social software. (Retrieved 12.03.2013, from.) http://www.dream.sdu. dk/uploads/files/Anne%20Bartlett-Bragg.pdf. Boud, D., Cohen, R., Sampson, J. (Eds.), 2001. Peer Learning in Higher Education: Learning From and With Each Other. Kogan Page, London. Bowers-Campbell, J., 2008. Cyber “Pokes”: motivational antidote for developmental college readers. J.Coll. Read. Learn. 39 (1), 74–87. Bumgarner, B., 2007. You have been poked: exploring the uses and gratifications of Facebook among emerging adults. (First Monday, 22(11). Retrieved 13.03.2013 from.) http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/ 2026/1897. Checkfacebook, 2012. Australia. (Retrieved 25 January 2012, from) http://www. checkfacebook.com/. Eisen, M. J. 1999. Peer learning partnerships: a qualitative case study of teaching partners' professional development efforts. Unpublished doctoral dissertation, Teachers College, Columbia University, USA. Facebook, 2012. http://www.facebook.com/press/info.php?factsheet. Garner, J., O'Sullivan, H., 2010. Facebook and the professional behaviours of undergraduate medical students. Clin. Teach. 7, 112–115. Gaylon, C., Blondin, C., Yaw, J., Nalls, M., Williams, R., 2012. The relationship of academic self-efficacy to class participation and exam performance. Soc. Psychol. Educ. 15, 233–249. Gaynor, L., Gallasch, T., Yorkston, E., Stewart, S., Bogossian, F., Fairweather, C., et al., 2008. The future nursing workforce in Australia: baseline data for a prospective study of the profile, attrition rates and graduate outcomes in a contemporary cohort of undergraduates. Aust. J. Adv. Nurs. 25 (2), 11–20. Green, B., Hope, A., 2010. Promoting clinical competence using social media. Nurse Educ. 35 (3), 127–129. Hamid, S., Waycott, J., Kurnia, S., Chang, S., 2010. The use of online social networking for higher education from an activity theory perspective. PACIS 2010 Proceedings. Paper 135.
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Contents lists available at ScienceDirect
Nurse Education Today journal homepage: www.elsevier.com/nedt
Social networking as a learning tool: Nursing students' perception of efficacy Marion Tower a,⁎, Sharon Latimer b, Jayne Hewitt c a b c
Nathan campus, Griffith University, Kessels Rd., Nathan, QLD 4111, Australia Logan campus, Griffith University, University Drive, Meadowbrook QLD 4131, Australia Gold Coast campus, Griffith University, QLD 4222, Australia
a r t i c l e
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Article history: Accepted 5 November 2013 Keywords: Nursing students Social media Facebook Learning tool
s u m m a r y Background: The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. However, the educational use of social networking sites such as Facebook is still under explored. Nursing students often perceive bioscience subjects as difficult and lack self-efficacy in their ability to be successful. In this case, as the final assessment for a bioscience related subject approached, students became increasingly anxious about their ability to perform in the assessment item. To better support students, a Facebook group was formed. Objectives: The aim of the study was to examine students' perceptions of the efficacy of using Facebook as a tool to support study. Design: A convenience sample of BN students (n = 533 across 3 campuses), enrolled in the subject Medications and Safe Administration, were invited to join. 373 BN students joined the group (70% of the student cohort). A solution-focussed orientation underpinned the management of the group. Methods: A descriptive, online survey was administered following release of students' results for the final assessment item to assess students' perceptions of how effective the group had been in helping them learn. The survey contained both quantitative and qualitative questions. Responses were received from 89 students (24%). Survey data were analysed descriptively and qualitative data were analysed thematically by the academic team. Results: Students perceived the group to be an innovative method of study support that guided learning by enhancing self-efficacy in their learning. Students also described how it was useful in promoting peer learning and engaging with academics. Conclusions: Social media platforms such as Facebook have the potential to enhance students' self-efficacy in learning and can support students to develop their learning to a deeper level. © 2013 Elsevier Ltd. All rights reserved.
Introduction The pedagogical use of social networking technology in education is of growing interest to academics as a potential teaching and learning tool. Studies suggest that social networking between academics and students enhances interaction and collaboration, information and resource sharing and develops skills in critical reflection (Ajjan and Hartshorne, 2008; Mason, 2006). Bartlett-Bragg (2006) suggests that integration of initiatives such as social networking into existing practices affords academics with important teaching opportunities. This article explores the use of social networking in supporting students' learning in a core course of a Bachelor of Nursing (BN) programme. Despite growing popularity, the educational use of social networking sites such as Facebook is however still under explored even though more than 70% of university students are active Facebook users (Mazman
⁎ Corresponding author. E-mail address: m.tower@griffith.edu.au (M. Tower). 0260-6917/$ – see front matter © 2013 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.nedt.2013.11.006
and Usluel, 2010; Roblyer et al., 2010). As of January 2012, Facebook has more than 800 million active users worldwide (Facebook, 2012). Although just over half of all Facebook users are aged 18–34, those in the 35–54 year age group account for 27.6% suggesting that social networking is no longer, if in fact it ever was, the sole realm of younger generations (Checkfacebook, 2012). Background Bachelor of Nursing (BN) students at a large southeast Queensland multi-campus university undertake a core first year subject entitled ‘Medications and Safe Administration’. The subject incorporates clinical application of pharmacology and the administration of medications, embeds principles promoting patient safety, and is reflective of the Australian Commission on Safety & Quality in Health Care (ACSQHC, 2011). Content is delivered on campus with blended learning support. The academics recognised that students might perceive the course as ‘difficult’ and were keen to develop innovative methods of supporting
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students to be successful in their study. It is recognised in the literature that many nursing students perceive bioscience or related subjects as difficult and struggle to engage with and successfully complete these subjects. Nursing students often lack confidence in their ability to be successful in these subjects and as a result often feel anxious and may perform poorly (Manias and Bullock, 2002; McKee, 2002). An additional factor likely to cause anxiety in this case was that the subject was ‘high stakes’ for students, in that students required a pass grade in order to progress to year two of the programme. Strategies such as midsemester evaluations and tutorial activities were undertaken to monitor student anxiety however, as the end of semester and study week approached it became apparent by the volume of emails that students were becoming increasingly anxious about the final assessment item, which was a significantly weighted 60% end of semester exam. The academic team met to discuss how best to engage with students to build their capacity to undertake the final assessment item. The literature regarding good assessment practice assisted to develop an approach and was guided by first year assessment principles (Kift, 2009). The approach was further guided by Taras (2010) who suggests a symbiotic relationship between students and academics. The strategy aimed to encourage dialogue between the students and academics and promote motivation and self-efficacy to further learning (Nicol and Macfarlane-Dick, 2006). In consultation with students, it was apparent that the available learning platforms that might allow academic-student engagement during off campus time were perceived as ‘clunky’, old fashioned and unenjoyable. Students instead requested a subject specific Facebook group. One student remarked: ‘Most of us are already on Facebook. So if you made a Facebook page about exam preparation for this course it would be really easy for us to check.’
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1977). Bandura (1977) describes four sources of self-efficacy; mastery, where self-efficacy is enhanced by successfully performing a task; social modelling, whereby self-efficacy is enhanced by watching other's successfully complete a task; social persuasion, where positive feedback enhances perception of capability to succeed and psychological responses, where personal responses and emotional reactions affect selfefficacy. Bandura (1977) suggests cooperative learning strategies as imperative to promote students' self-evaluation of their ability to achieve a sense of mastery. The use of social media as an educative tool can potentially afford such a learning space. Feedback via Facebook may not necessarily emanate from the educator, but from peers, and this serves to strengthen a sense of mastery and model an effective learning strategy (Bandura, 1977; Bowers-Campbell, 2008). Mazer et al. (2007) observe that the ‘personal’ interaction afforded to students increases motivation to participate and learn. Such interactions also persuade students to believe they have the skills to succeed (Bandura, 1977). Bandura (1977) asserts that supporting students' emotional responses in a way that addresses their anxiety will enhance self-efficacy. Social networking sites such as Facebook provide students the opportunity to autonomously direct and control their learning. Enhancing autonomy is beneficial not only because it increases students' engagement, but also because it simultaneously reinforces self-regulated learning strategies (Bandura, 1977; Bowers-Campbell, 2008). Rather than mandating participation, students self-monitor, self-evaluate and selfreinforce behaviour that supports learning (Kuiper et al., 2009). Aim The aim of the study was to examine students' perceptions of using Facebook as a tool to support study. Method
Literature Review A social networking site is an online platform where users can create a personal profile and connect with other users (Skiba, 2007). Facebook, a social networking site, is not well explored as a learning platform in the literature. Despite overwhelming popularity, Facebook is not without its shortcomings. Engaging with social media effectively blurs the line that divides personal and public information, and consequently personal privacy within these domains has been the subject of considerable discussion and debate (MacDonald et al., 2010). Concerns have been echoed in research on the use of Facebook as an educational tool with regard to privacy (Green and Hope, 2010). Despite these privacy concerns, a significant number of nursing students engage with the platform (Bumgarner, 2007). Students are very open to the use of Facebook for instructional purposes (Roblyer et al., 2010). Recognising this allows educators the opportunity to introduce learning experiences in a non-threatening environment, in a self-efficacious manner and affords academics a contemporary and innovative means of communicating with students to enhance student learning (Mazman and Usluel, 2010). Additionally, Mason (2006) highlights the goodness of fit that Facebook has in a social context for students and suggests that it enables peer feedback. The broad demographics of current undergraduate nursing students challenges nursing educators to develop novel and engaging methods to stimulate learning that supports academic learning (Gaynor et al., 2008) and suggest that students may not be well prepared for the rigours of tertiary study and at higher risk of failure (Harvey-Beavis and Robinson, 2000). Regardless of the challenges, educational research is replete with evidence that academic success is heavily influenced by self-efficacy, or a student's belief that they have the ability to master a task (Bandura,
Drawing on the literature and endeavouring to support students, academic staff designed a Facebook group. Forming a group rather than ‘friending’ students helped to maintain the divide between personal interaction and professional support (Teclehaimanot and Hickman, 2011). An email was sent offering the opportunity to engage with the group, explaining its aim and lifespan, and etiquette guidelines were distributed. The Facebook group was designed and managed using a solutionfocussed orientation to underpin student engagement. Encouraging students to become solution-generating engages students with reflective practice and is educative without being controlling (McAllister et al., 2006). It builds students' strengths in critical thinking and critical consciousness, and models how to move from problem-solving to solution-generating whilst developing skills that are transferrable to practice (Jackson and McKergon, 2002). This was encouraged by academics posting common queries related to the upcoming examination, posing a series of questions for comment and adding resources to the site to promote critical thinking and raise critical consciousness. On occasion, students gave incorrect information and were either guided to source more reliable information, or academics observed the subsequent discussion between students and only intervened to guide. The group was opened on day one of study week, seven days prior to students' undertaking the examination. A descriptive, online survey was used to evaluate students' perceptions. Sample A convenience sample of BN students (n = 533 across 3 campuses), enrolled in Medications and Safe Administration, were invited by email to join a Facebook group to support their study for the end of semester examination. 373 BN students joined the group (70% of the student cohort). Participation was voluntary. The demographics of the students
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enrolled in year 1 of the BN highlighted that 70% were first in family at university,2 40% came from lower socioeconomic backgrounds and 35% had an OP (overall position) of greater than 11,3 with a median OP of 12.
Whilst an overwhelming majority of student participants reported that they perceived the use of Facebook to be an innovative way to support their learning, it should be noted that responses to innovation in design/format suggested that this is an area that could be improved on.
Ethics Ethical approval was obtained from the university Human Research Ethics Committee. Data Collection and Analysis A descriptive, online survey was developed and administered following release of students' results for the final assessment item. The survey contained both quantitative and qualitative questions. Quantitative data was collected in 19 questions using a 5 point Likert scale that ranged from ‘strongly agree’ to ‘strongly disagree’. Data were analysed using a descriptive analytic approach. Qualitative data were collected in the survey final item by affording participants the opportunity to comment. This data were analysed thematically by the academic team and involved looking for key comments that clustered around themes that emerged. Results Responses were received from 89 students (a response rate of 24%). The quality of the posts on the Facebook group was high. As Garner and O'Sullivan (2010) contend, students are able to discern between personal and professional social networking and to some extent selfmonitor the quality of information. Analysis of data highlighted a number of themes related to students' perceptions of using Facebook as a tool to support their study. Students described it as an innovative way to support their study and perceived it to be effective in guiding learning and in promoting peer learning. They found it a useful method of engaging with academics for study support. Social Media as an Innovative Method of Study Support Table 1 shows that the majority of participants reported that they felt social media was an innovative way to support their study. 88.6% of respondents agreed or strongly agreed that the Facebook site was an innovative and supportive method for preparing for examination. Approximately 90% of participants believed that the Facebook group effectively used online technology for preparation for assessment and 87.5% of participants reported the format and duration of the Facebook page was useful (Table 1). This was supported by qualitative data when participating students made comments such as: “It was a really amazing opportunity for us to have such a unique learning experience. You notice around exam times that is when most people are actually on fb whether they are procrastinating about study or talking to other people regarding content required..... It meant I could study & learn without the drag of conventional study.” And: “I must say it was innovative and with tweaking could be a great tool for students, certainly a wonderful medium that works and is comfortable for students.” 2 Being first in family to attend university, lower socio-economic status and high OP are all considered risk factors for students being successful in a university degree (Munro, 2011). 3 OP is the rank given to Queensland students to measure eligibility to enter university. It reflects how well a student has performed academically. OP ranges from 1 to 25 with 1 being the highest academic achievement. Approx. 60% of school leavers exit with an OP of 10 or less.
Perceived Effectiveness in Guiding Learning It was clear from the data (Table 2) that students found the Facebook group to be useful in guiding their learning to help with assessment. Overwhelmingly student participants reported they perceived that taking part in the group developed their knowledge about subject content (89.8%) whilst 83.2% of student participants felt their study skills related to subject content were guided in a supportive way. Details are presented in Table 2 below. This was supported by comments such as: “During the exam prep, if I came to a point that I couldn't clarify for myself, I was able to post a question and come back later for the answer. This stopped me panicing [sic] and stressing over answers.” And: “I noticed that if any students were feeling anxious this site provided clear guidance and support that assisted to alleviate concerns, anxiety about learning and provided clear guidance....or provided explanations that enhanced comprehension. I found that just by reading the content I felt reassured about my comprehension of this subject.” Whilst results were overall very positive, it was noted that almost 17% of students were either undecided or did not agree that the Facebook group guided their study skills around subject content, as demonstrated by the following student comment: “The group was a mere throw-together quick fix for the purpose of lastminute exam preparation only....” This suggests that the purpose of the group is an area that may require further clarification with students should the same support be continued in future years. Perceived Usefulness in Promoting Peer Learning There was strong evidence of the usefulness of the Facebook group to promote peer learning (Table 3). Almost 92% of students who participated reported that they found it useful to get help from other students and 87.5% of participating students' perceived collaboration through the Facebook group as an effective way to learn. Importantly, 92% of students perceived that the group was inclusive of all students and respectful of opinions and comments. That social media, in this case Facebook, was perceived as useful, to promote peer learning, was supported by comments such as: “I think Facebook is very helpful for the preparation of my study and also I received important information and ideas from other students.” In addition: “The Facebook group was an excellent tool in assisting us to learn and focus our study attempts. It made me feel more prepared and opened up a place for the students to share concerns and assist each other.” There was a small percentage of students who participated (12.4%) who were either undecided or who did not perceive the group was useful for promoting collaborative learning. However, there is no qualitative data to give context to this.
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Table 1 Frequencies (n and %) of participants who perceived social media as innovative to support study. Survey theme - innovation
Innovative exam preparation method Innovative use of on line technology Innovation in design (format/duration)
Strongly agree
Agree
n
%
n
%
n
Undecided %
n
Disagree %
n
Strongly disagree %
45 49 37
51.1 55.1 42.0
33 31 40
37.5 34.8 45.5
7 6 5
8.0 6.7 5.7
0 0 2
0.0 0.0 2.3
3 3 4
3.4 3.4 4.5
Table 2 Frequencies (n and %) of participants who perceived social media as effective in guiding their learning for assessment. Survey theme Guiding learning Develop knowledge Enhanced learning Guided skills Helped explain difficult concepts Integrated learning and assessment Effective learning format Comfortable learning climate
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
n
%
n
%
n
%
n
%
n
%
42 51 42 43 42 47 48
47.2 57.3 47.2 49.4 47.2 52.8 54.5
37 30 32 38 39 36 33
41.6 33.7 36.0 43.7 44.3 40.4 37.5
2 3 9 3 4 1 3
2.2 3.4 10.1 3.4 4.5 1.1 3.4
3 2 3 0 0 1 1
3.4 2.2 3.4 0.0 0.0 1.1 1.1
5 3 3 3 3 4 3
5.6 3.4 3.4 3.4 3.4 4.5 3.4
And:
Perceived Usefulness as a Method of Engaging with Academics for Study Support
“I found the Facebook group to be very helpful when preparing for the exam because it provided me with almost instant feedback to questions. Also when extra students were asking the same questions it would indicate to staff where extra help/clarification was needed regarding content of the course.”
The perceived efficacy of a Facebook group to engage with academic staff is an important finding. The data in Table 4 indicates that students who participated in the group found it a useful means of study support. Clearly, students appreciated the timeliness and nature of feedback (95.5%) and 94.4% of students participants perceived this feedback as helpful and respectful. Importantly, 88.7% perceived that the academic support offered stimulated their interest in the material. The perceived value of the academic support was supported by comments such as:
Overall, it was clear that students who participated in this Facebook group perceived that it was overwhelmingly helpful in helping them learn. Students, who were already stressed about upcoming assessment in a challenging subject, perceived that the group was an innovative method to support their study for an end of semester, high stakes examination. Importantly, students reported that it was a useful group in which to guide their learning for assessment and through which they could engender peer support to help them study. Also of significance is that students perceived using a Facebook group as an important
“It was a great idea to have this Facebook page up, and to have lecturers personally answering our questions. It was much less intimidating than having to send a personal email, as I often feel like a bit of a burden when I send an email at a busy time of semester.”
Table 3 Frequencies (n and %) of participants who perceived social media as a useful method to promote peer learning. Survey theme Peer learning Other students' help Effective collaboration Inclusive and respectful
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
n
%
n
%
n
%
n
%
n
%
53 46 54
60.2 52.3 62.1
28 31 26
31.8 35.2 29.9
3 6 3
3.4 6.8 3.4
1 1 1
1.1 1.1 1.1
3 4 3
3.4 4.5 3.4
Table 4 Frequencies (n and %) of participants who perceived social media to be a useful method to engage staff for study support. Survey theme Engaging with staff Timely, constructive feedback Stimulated interest Staff enthusiasm Helpful and respectful Effective facilitation Supervision and guidance
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
n
%
n
%
n
%
n
%
n
%
55 40 50 56 52 50
61.8 44.9 56.8 62.9 58.4 56.8
30 39 29 28 31 31
33.7 43.8 33.0 31.5 34.8 35.2
1 5 6 2 3 3
1.1 5.6 6.8 2.2 3.4 3.4
0 2 0 0 0 0
0.0 2.2 0.0 0.0 0.0 0.0
3 3 3 3 3 4
3.4 3.4 3.4 3.4 3.4 4.5
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way to gain academic support to guide their study. The findings will be discussed below. Discussion This paper builds on the small body of knowledge about using social networking sites for learning purposes and suggests that social networking may be useful in supporting students' learning. It was clear that students reported an overwhelmingly positive experience. Students perceived that the group was an innovative method to support their study for an end of semester, high stakes examination. Innovation, as a teaching method to support students' learning is of emerging interest to academics in an era of rapid technological advance (Johnson and Romanello, 2005). Using innovation in teaching, from a student perspective, is about using strategies that excite or stimulate interest and in which the student has an active role (Neumann and Hood, 2009). Importantly, using innovative teaching methods allows students to explore different opinions and take control of their own learning. Additionally, using novel approaches to teaching can help students understand content and avoid rote learning (Stupans et al., 2010). This may support students' learning by enhancing students' self-efficacy by achieving a sense of mastery (Bandura, 1977). Importantly, students reported the group was as useful in helping them to learn by engaging in peer learning and support. Peer learning has long been recognised as a method to encourage meaningful learning by encouraging students to work together, develop critical reflection skills, articulate knowledge and manage their learning (Boud et al., 2001). A major advantage of peer learning is that students take responsibility for their own learning by giving and receiving feedback to and from other students (Keppel et al., 2006). It also provides students with skills that are transferrable to practice such as teamwork, and promotes life-long learning (Tan, 2003). Eisen (1999) suggests that effective peer learning must be voluntary to allow learning to occur in an environment where there is trust, mutuality, closeness and authenticity. This finding suggests that the group might enhance students' selfefficacy by providing a sense of mastery and social modelling, and informing students' psychological responses (Bandura, 1977). A further finding was that students believed that by engaging with the Facebook group they felt better prepared and had a deeper understanding of the content of the course. This may correspond with Bandura's (1977) social modelling and persuasion, which in turn raise feelings of self-efficacy. There is evidence to suggest that feelings of self-efficacy have a positive outcome in examination performance (Gaylon et al., 2012). The Facebook group afforded academics the opportunity to interact with students to support their learning. As Havnes (2008) suggests, much of student learning extends beyond the curriculum through peer interaction. In this case, it also allowed academics insight into students' extracurricular, but controlled worlds, without concerns regarding boundaries. The group allowed students to ask questions without the usual anxiety of having to speak in front of other students and this may be particularly pertinent for students who have English as a second language. It also allowed academics to detect if there were key themes around where students felt anxious. This may also relate to increasing students' self-efficacy by affording a sense of mastery, social persuasion and shaping psychological responses. Importantly, it was a way of engaging with what is routine for many students (Hamid et al., 2010). Indeed, as McMcMillan and Morrisson (2006) comment, Facebook is an unremarkable means of communication with students whose lives are enmeshed with internet technology. Whilst engaging with the Facebook group students explored and interrogated what they were learning. There were many instances where students contested assumptions. This is an important point. Torrance (2007) cautions that education is moving from assessment of learning to a period of assessment for learning where students' work is coached. Taras (2002) also cautions that students are receiving the wrong
message about higher education, in that academics are more concerned about grades than about learning. The Facebook group gave students a safe environment in which to test their assumptions and engage in deeper level learning prior to assessment and as such, enhanced a feeling of self-efficacy around their ability to be successful in the examination. Conclusion Using social media platforms such as Facebook is an innovative method by which academics can engage students in their learning. It promotes academic–student interaction in the students' extracurricular world without raising issues around boundaries. Importantly, social media affords a supportive environment that encourages and facilitates peer learning. This encourages students to work together, develop critical reflection skills, articulate knowledge and manage their learning. In turn, this may provide students a sense of mastery, afford modelling experiences and reflect social persuasion regarding their capability to be successful. This may lead to enhanced self-efficacy, which is a powerful predictor of student success. Limitations One limitation is that not all students have Facebook accounts. To avoid potential disadvantage to students who did not have an account study resources and topics that arose on Facebook were also posted on the blended learning site promoted by the university. A second limitation is that students may have been reluctant to take part in case they were perceived by academics to lack basic knowledge and this might reflect on how they would be graded. An important limitation is that the response rate to the survey was low and further research is required to substantiate the findings. One possible reason for the low response rate was the timing of the survey in that it occurred whilst students were on vacation from university. References Ajjan, H., Hartshorne, R., 2008. Investigating faculty decisions to adopt Web2.0 technologies: theory and empirical tests. Internet High. Educ. 11, 71–80. Australian Commission and on Safety and Quality in Health Care, 2011. The National Safety and Quality Health Service Standards. ACSQHC, Sydney. Bandura, A., 1977. Self-efficacy: towards a unifying theory of behavioral change. Psychol. Rev. 84, 191–215. Bartlett-Bragg, A., 2006. Reflections on pedagogy: reframing practice to foster informal learning with social software. (Retrieved 12.03.2013, from.) http://www.dream.sdu. dk/uploads/files/Anne%20Bartlett-Bragg.pdf. Boud, D., Cohen, R., Sampson, J. (Eds.), 2001. Peer Learning in Higher Education: Learning From and With Each Other. Kogan Page, London. Bowers-Campbell, J., 2008. Cyber “Pokes”: motivational antidote for developmental college readers. J.Coll. Read. Learn. 39 (1), 74–87. Bumgarner, B., 2007. You have been poked: exploring the uses and gratifications of Facebook among emerging adults. (First Monday, 22(11). Retrieved 13.03.2013 from.) http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/ 2026/1897. Checkfacebook, 2012. Australia. (Retrieved 25 January 2012, from) http://www. checkfacebook.com/. Eisen, M. J. 1999. Peer learning partnerships: a qualitative case study of teaching partners' professional development efforts. Unpublished doctoral dissertation, Teachers College, Columbia University, USA. Facebook, 2012. http://www.facebook.com/press/info.php?factsheet. Garner, J., O'Sullivan, H., 2010. Facebook and the professional behaviours of undergraduate medical students. Clin. Teach. 7, 112–115. Gaylon, C., Blondin, C., Yaw, J., Nalls, M., Williams, R., 2012. The relationship of academic self-efficacy to class participation and exam performance. Soc. Psychol. Educ. 15, 233–249. Gaynor, L., Gallasch, T., Yorkston, E., Stewart, S., Bogossian, F., Fairweather, C., et al., 2008. The future nursing workforce in Australia: baseline data for a prospective study of the profile, attrition rates and graduate outcomes in a contemporary cohort of undergraduates. Aust. J. Adv. Nurs. 25 (2), 11–20. Green, B., Hope, A., 2010. Promoting clinical competence using social media. Nurse Educ. 35 (3), 127–129. Hamid, S., Waycott, J., Kurnia, S., Chang, S., 2010. The use of online social networking for higher education from an activity theory perspective. PACIS 2010 Proceedings. Paper 135.
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