When Compelled to FB Around Academic Texts: Postgraduate Students Reflected on their Online Experience

Purpose – This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifi cally focus on the students’ refl ections of their online experie...

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Bibliographic Details
Published in:Malaysian journal of learning & instruction 2013-01, Vol.10, p.1
Main Authors: Shaik Abdullah, Sarimah, Yaacob, Aizan, Abdul Rahim, Fauziah
Format: Article
Language:English
Subjects:
Diaries
Distance Education
Distance learning
Educational Technology
Foreign Countries
Graduate Students
Interaction
Learning Modalities
Learning Strategies
Qualitative Research
Reading
Social Behavior
Social Influences
Social Media
Student Attitudes
Students
Technology Uses in Education
Telecommunications
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Summary:Purpose – This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifi cally focus on the students’ refl ections of their online experience of talking around academic texts.   Method – The qualitative data used in this paper were derived from students’ reflective diaries, students’ FB interactions, and informal conversations and were collected from a group of students (27) attending a master’s class in distance learning mode. Thematic analysis was conducted to examine the themes that emerged to represent their refl ections.   Findings – The students’ reflections were grouped into two major categories: convenience and facilitation of learning. Students’ reflection on the convenience afforded by the FB talk centered mainly on the idea of distance and time. Their reflections on the facilitation of learning were broken down into the following themes: safe environment to explore, social support, self-regulation and autonomy. A separate category, “FB entries need responding”, was assigned to students’ comments about the importance of lecturer’s and group members’ feedback.   Value – This study revealed the potential of FB as a convenient, safe and an informal avenue for students to share their understandings and reading-related problems. The informal nature of their FB experience supported free exploration of ideas without the worry of having to appear “clever”.
ISSN:1675-8110
2180-2483
DOI:10.32890/mjli.10.2013.7649