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Incremental impact of time on students' use of E-learning via Facebook

The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of th...

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Main Authors:	Moghavvemi, Sedigheh, Jenatabadi, Hashem Salarzadeh
Format:	Article
Published:	Wiley 2017
Subjects:	HF Commerce QA75 Electronic computers. Computer science T Technology (General)
Online Access:	http://eprints.um.edu.my/21275/ https://doi.org/10.1111/bjet.12545
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id	my.um.eprints.21275
record_format	eprints
spelling	my.um.eprints.212752019-05-21T07:26:37Z http://eprints.um.edu.my/21275/ Incremental impact of time on students' use of E-learning via Facebook Moghavvemi, Sedigheh Jenatabadi, Hashem Salarzadeh HF Commerce QA75 Electronic computers. Computer science T Technology (General) The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e-Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e-Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e-Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e-Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course-related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends. Wiley 2017 Article PeerReviewed Moghavvemi, Sedigheh and Jenatabadi, Hashem Salarzadeh (2017) Incremental impact of time on students' use of E-learning via Facebook. British Journal of Educational Technology, 49 (3). pp. 560-573. ISSN 0007-1013 https://doi.org/10.1111/bjet.12545 doi:10.1111/bjet.12545
institution	Universiti Malaya
building	UM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaya
content_source	UM Research Repository
url_provider	http://eprints.um.edu.my/
topic	HF Commerce QA75 Electronic computers. Computer science T Technology (General)
spellingShingle	HF Commerce QA75 Electronic computers. Computer science T Technology (General) Moghavvemi, Sedigheh Jenatabadi, Hashem Salarzadeh Incremental impact of time on students' use of E-learning via Facebook
description	The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e-Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e-Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e-Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e-Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course-related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends.
format	Article
author	Moghavvemi, Sedigheh Jenatabadi, Hashem Salarzadeh
author_facet	Moghavvemi, Sedigheh Jenatabadi, Hashem Salarzadeh
author_sort	Moghavvemi, Sedigheh
title	Incremental impact of time on students' use of E-learning via Facebook
title_short	Incremental impact of time on students' use of E-learning via Facebook
title_full	Incremental impact of time on students' use of E-learning via Facebook
title_fullStr	Incremental impact of time on students' use of E-learning via Facebook
title_full_unstemmed	Incremental impact of time on students' use of E-learning via Facebook
title_sort	incremental impact of time on students' use of e-learning via facebook
publisher	Wiley
publishDate	2017
url	http://eprints.um.edu.my/21275/ https://doi.org/10.1111/bjet.12545
_version_	1643691517224681472
score	13.211869

Incremental impact of time on students' use of E-learning via Facebook

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