Review Related Literature

Local Literature

(Wentzel, 2010), While school borders define the boundaries of education, including
issues such as pedagogy, teacher- student communication and participants’ roles,
current schooling is characterized by blurring of these boundaries, allowing more
frequent and free out of class communication. This, in turn, allows paradigmatic
change in teacher-student connections, which may have impact on schooling
altogether .

(Correia & Davis, 2008), Higher education distance education students need a venue
to connect and actively engage with other members of the class, who they often have
never met in person, and activities in distance education courses need to allow for
students to apply their learning to authentic educational contexts .

(Mazman and Usluel ,2010) to identify the factors that may motivate these students
to adopt and use social network tools, specifically Facebook, for educational
purposes. Social Influence is the most important factor in predicting the adoption of
Facebook; students are influenced to adopt it to establish or maintain contact with
other people with whom they share interests.

(Manca and Ranieri, 2013)Despite its continuing popularity as the social network site
par excellence, the educational value of Facebook has not been fully determined, and
results from the mainstream educational paradigms are contradictory, with some
scholars emphasizing its pedagogical affordances (e.g., widening context of learning,
mixing information and learning resources, hybridization of expertise) and others
cautioning against its use for educational purposes. Moreover, systematic reviews
about documented educational usage of Facebook as a learning environment are
lacking.

Mazman and Usluel (2010) to identify the factors that may motivate these students to
adopt and use social network tools, specifically Facebook, for educational purposes.

Foreign Literature

(Irwin, Ball, Desbrow, and Leveritt, 2012), Facebook is a popular platform that may
facilitate learning activities at university. In this study, students' perceptions of
using'Facebook pages' within individual university subject offerings were evaluated.
Individual'Facebook pages' were developed for four university courses and used to
provide information relevant to the courses and allow opportunities for student
interaction.

(Grosseck, Bran, and Tiru , 2011), Loved equally by the young and the not so young,
the social networking site Facebook has become a significant part of students’ life.
Consequently, more and more university teachers embrace the idea that it can also
be used at an academic level and not just at a social level, and that it can be used for
many different things / purposes connected to (formal) education.

(Stefania Manca, 2020) Commercial social media are being increasingly adopted in
formal learning settings even though they have not been conceived specifically for
education. Whereas highly popular social services like Facebook and Twitter have
been thoroughly investigated for their benefits for teaching and learning in higher
education, other social media platforms which have been gaining considerable
attention among youth have been largely overlooked in scholarly literature.

(Hurt and Larson , 2016) Online discussions are widely viewed as a valuable tool for
encouraging student engagement and promoting interaction with course material
outside of the traditional classroom. Strategies for conducting online discussions vary
and are not confined to traditional, university-sponsored learning management
systems (LMS). Social media platforms such as Facebook, which provide a variety of
social benefits to students, might also represent a viable mechanism for educational
information exchange and learning

(Camus, Hurt, and Larson, Luanna , 2016), Social media platforms such as Facebook,
which provide a variety of social benefits to students, might also represent a viable
mechanism for educational information exchange and learning. Our study tested this
proposition by comparing the effects of a Facebook-based and LMS-based online
discussion forum on students' participation, achievement of learning goals, and
overall course performance.

Read and Young (2006) discuss some of the problems that can arise with Facebook
use and what steps schools administrators should take to ensure the privacy and
safety of students. There are many Universities out there that have enacted certain
policies regarding Facebook use. The role of Facebook may change over time. This
change is not necessarily a negative change; rather, it is a positive one that is more
suitable for educational purposes.

Local Studies

(Mingle and Adams, 2015) cited FB can also be instrumental in facilitating peer
support among students. In their study involving business education students, they
found out that FB has been used primarily to facilitate exchanges, which aim to
promote group cohesiveness and teamwork. However, despite the positive remarks.

(Ellison, Steinfield, and Lampe ,2007) found out that users usually spend 10 to 30
minutes on the social networking site each day to communicate with their friends.
These students would usually have about 150 to 200 contacts in their accounts. In
addition, the students use at least three to four minutes browsing through the
updates on their newsfeed. On the average, the students in the study spend eight
hours doing various activities in FB.
(Gray, Annabell, and Kennedy, 2010) explained that Facebook can provide mixed
experiences for students, making it a good learning environment. Given the idea that
Facebook can support social interactions, groups and peer learning can be scaffold
for teachers to allow collaborations during project creations. They also noted that FB
is a better choice for keeping students updated than the university’s learning
management system (LMS). In the perspective of the respondents, they consider
Facebook as relatively easier to use than their university’s LMS.

(Ellison, Steinfield, and Lampe ,2011) mentioned that there is a tendency for students
to log into and browse through their FB accounts even in the middle of completing
their assignments, thereby the learning process. They open several tabs in their
browser to simultaneously navigate online references and their social media
accounts. In the end, it has been observed that students spend most of their time in
the social media site rather than working on their academic tasks. Hence, it is
undeniable that FB use can indeed have an effect on the overall academic
performance and achievement of students.

(Rouis, Limayen, and Salehi-Sangari ,2011) presumed the widespread existence of

Foreign Studies

(Kabila et al., 2010) investigated the potential of Face book as a useful and
meaningful learning environment in enhancing and strengthening their students’
learning of the English language. The study showed that students perceived Face
book as a tool that can be used to facilitate learning of the English language.

(Ophus & Abbitt ,2009) studied the potential perceptions of social networking
systems in university courses. The findings revealed that there is notable potential for
social networking systems as an instructional tool and identified Face book and other
social network systems as tools that provide an easy mechanism for large group of
people to communicate through discussion topics, short posts, and media sharing.

(et al., 2012) examined the perception of students of using Face book as an
interactive learning resource at university. The results magnified that most students
anticipated that a Face book page would facilitate their learning. On the other hand,
students’ perceptions on the use of Face book page as a tool for learning were
variable and showed only 51% of students stating it was effective.

(Coklar ,2012) assessed students’ perception of Face book as a learning tool. The
respondents indicated a positive perception on Face book particularly in information
dissemination, heightening interest, motivation, interaction opportunity.
(Hicks, 2010), The study assesses the utilization of Face book group as an
instructional tool and its impact on university students’ academic performance. Face
book groups are community-like platforms for small group communication and for
people who share and express common interests and opinions