Facebook versus Moodle in Practice

Autor/inn/en	Petrovic, Natasa; Jeremic, Veljko; Cirovic, Marko; Radojicic, Zoran; Milenkovic, Nemanja
Titel	Facebook versus Moodle in Practice
Quelle	In: American Journal of Distance Education, 28 (2014) 2, S.117-125 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2014.896581
Schlagwörter	Foreign Countries; Technology Uses in Education; Student Surveys; Preferences; Teaching Methods; Instructional Effectiveness; Database Management Systems; Courseware; Web 2.0 Technologies; Social Networks; Mass Media Use; Student Attitudes; Usability; Use Studies; Educational Technology; Intermode Differences; Undergraduate Students; Statistical Analysis; Serbia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Datenbanksystem; Lernsoftware; Social network; Soziales Netzwerk; Mediennutzung; Schülerverhalten; Benutzerschulung; Unterrichtsmedien; Statistische Analyse; Serbien
Abstract	Very few research papers and case studies have shown successful integration of both Facebook and Moodle in the educational experience of students. This study sought to evaluate the educational benefits of the increasingly popular Facebook--which plays an important role in students' social life as well as their academic life--and to compare it with the widely used course management system Moodle. In this study, the authors surveyed students of the University of Belgrade's Faculty of Organizational Science in Serbia on their attitude toward Facebook and Moodle as productive online tools for teaching and learning. An analysis of the results was carried out using the SPSS software package. The results of this research answer the question of whether or not using Facebook as an educational tool is more effective than using Moodle and how it affects students' everyday learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10