Alyssa

Name: Allyssa P.
Batingal
Xl - Pythgoras
ARTICLE #1
The article by Lian Niu (2019) titled "Using Facebook for Academic Purpose: Current Literature and Directions for Future Research" provides a
summary of the existing literature on the use of Facebook for academic purposes and suggests potential areas for future research. The article
then reviews various studies that have explored the use of Facebook in educational settings, including its impact on student engagement,
learning outcomes, and communication among students and between students and instructors. Education researchers have pointed out not
only a need for enhanced utilization of Facebook in classrooms, but also the need for a better understanding of how this social media site can
be integrated into teaching to ensure both teachers and students feel comfortable about it (Fewkes & McCabe,2012).In addition, the article
discusses the potential benefits and challenges of utilizing Facebook in the classroom, including the opportunities for collaborative learning,
increased student participation, and the development of digital literacy skills. It also addresses concerns related to privacy, data security, and
the potential for social comparison and distraction.Based on the review of the literature, the author proposes several directions for future
research. It has been argued that effective learning environments promote learner centered, knowledge centered, assessment centered, and
community centered learning (Bransford, Brown, & Cocking, 1999).
ARTICLE #2
The article by Nicola Sheran and Daniel J. Cumming (2018) titled "An Examination of the Relationship between Facebook Groups Attached to
University Courses and Student Engagement" explores the connection between Facebook groups associated with university courses and
student engagement. Facebook, being the most popular social media site (Duggan, Ellison, Lampe, Lenhard, and Madden, 2015) has received
the most interest (Aydin, 2012; Tess, 2013). The authors begin by acknowledging the increasing use of social media platforms in higher
education and the potential benefits they offer in terms of student engagement. They specifically focus on Facebook groups as a tool for
fostering interaction and collaboration among students. The article reviews existing literature on the topic and presents findings from their own
study, which aimed to investigate the relationship between Facebook groups and student engagement. The study involved surveying
undergraduate students from a UK university who were enrolled in courses with associated Facebook groups. The authors found that the use of
Facebook groups was positively associated with higher levels of student engagement. Students who actively participated in the groups reported
higher levels of engagement in terms of attendance, class preparation, and interaction with peers and instructors. The study also revealed that
students perceived Facebook groups as a valuable platform for sharing resources, discussing course content, and seeking support from their
peers. Authors have suggested that Facebook's popularity amongst students, and the students' existing expertise with the platform, may mean
that Facebook can be more easily or effectively used as an educational tool (e.g., Barczyk, 2013, Clements, 2015; Hurt et al., 2012), Roblyer,
McDaniel, Webb, Herman, and Witty (2010).
ARTICLE #3
The article by Fatma Gizem Karaoglan Yilmaz and Ramazan Yilmaz (2023) titled "Exploring the Role of Sociability, Sense of Communication,
and Course Satisfaction on Students' Engagement in Flipped Classroom Supported by Facebook Groups" investigates the impact of sociability,
sense of communication, and course satisfaction on student engagement in a flipped classroom setting utilizing Facebook groups.The authors
begin by acknowledging the growing popularity of flipped classrooms, where traditional lecture-based instruction is replaced with active
learning activities. They highlight the potential benefits of using Facebook groups as a supportive tool in this context. The theory of
transactional distance (TD) (Moore, 1973) has been extensively explored in distance education for decades. Online learning research indicates
that students' perceived TD influences their motivation for learning (e.g. Karaoglan Yilmaz & Yilmaz, 2019), engagement in learning activities
(eg. Xie et al, 2014), and learning outcomes as well (e.g. Bolliger & Halupa, 2018; Doo et al, 2021; Ekwunife-Orakwue & Teng, 2014). The article
reviews existing literature on the topic and presents findings from their own study, which aimed to explore the relationship between sociability,
sense of communication, course satisfaction, and student engagement in a flipped classroom supported by Facebook groups.The study involved
undergraduate students from a Turkish university who were enrolled in a flipped classroom course that utilized Facebook groups for
communication and collaboration. The authors found that sociability, sense of communication, and course satisfaction significantly influenced
student engagement in the flipped classroom. Students who perceived themselves as sociable and had a strong sense of communication within
the Facebook groups reported higher levels of engagement. Additionally, students who were satisfied with the course structure and content
were more likely to be engaged in their learning.

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