Students' and teachers' use of Facebook

By Khe Foon Timothy Hew. Computers in Human Behavior, 2011

721 citations recorded by the source corpus.

Subfields: Communication, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9d40c5e5b3bb89f0297f202376cbe4a4ef3a1e0e

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Citations in the corpus

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment (2013, background): “Some preliminary thoughts on these results show that despite the growing interest in open SNSs as a potential springboard for blending participatory culture patterns with schooling practices, as stressed in many theoretical positions, the experiences took place largely in HE and within formal contex”
Social Media Adoption in SMEs Impacted by COVID-19: The TOE Model (2020, background): “Hew (2011) states that social media awareness is the primary determinant of informal scientific communication.”
Students' perceptions of Facebook for academic purposes (2014, background): “…some authors focus on how Facebook can improve students’ performance (Dabner, 2012; Kirschner & Karpinski, 2010; Pasek & Hargittai, 2009), other authors conclude that students consider Facebook as a social technology rather than a formal teaching tool (Hew, 2011; Madge et al., 2009; Selwyn, 2009).”
The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students' knowledge sharing through Facebook (2017, background): “Facebook is mainly utilized for social reasons, and many students consider Facebook as a social tool (Hew, 2011; Madge, Meek, Wellens, & Hooley, 2009; Selwyn, 2009) to connect with people from different places andmaintain old ties while creating new ones (Selwyn, 2009;Wohn& LaRose, 2014).”
Instagram use and young women’s body image concerns and self-objectification: Testing mediational pathways (2018, background): “It is perhaps not surprising that comparisons to peers featured prominently in the association between Facebook usage and body image concerns, given that Facebook is primarily used for interacting with peers (Hew, 2011).”
Higher education scholars' participation and practices on Twitter (2012, background): “…on the applications of SNS in educational contexts is scant (boyd & Ellison 2007; Greenhow et al. 2009; Greenhow 2011), emerging research in the area is examining the potential and intricacies of SNS use for education [e.g. see Greenhow (2011) and Hew (2011) for a review of research on the topic].”
Qualitative and Mixed Methods Social Media Research (2016, background): “…in academic literature related to specific social media platforms such as Facebook (Błachnio, Przepio´rka, & Rudnicka, 2013; Caers et al., 2013; Hew, 2011; Manca & Ranieri, 2013; Nad-karni & Hofmann, 2012; Wilson, Gosling, & Graham, 2012), Twitter (Dhir, Buragga, & Boreqqah, 2013; Williams,…”
Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. (2012, background): “Unfortunately, there is limited research on how social media impacts students and, in particular, how it influences students’ learning experience (Hew, 2011; Mix, 2010).”
Social Media Use in Higher Education: A Review (2018, background): “Thus, while some studies [23,37] show that students use Facebook mainly in order to increase their communal presence, some others [27,38] claim that Facebook use affects students’ education, either directly or indirectly.”
The Mediating Role of Appearance Comparisons in the Relationship Between Media Usage and Self-Objectification in Young Women (2015, background): “Although Facebook is typically used to interact with one’s peers (Hew, 2011), Facebook may also contain images of models and celebrities (through advertisements and fan or commercial pages for companies, products, and celebrities) that users can ‘‘like’’ and follow.”