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Faculty of Science and Arts, Computer Science Department, Qassim University, Alrass City, SAUDI ARABIA
Email: s.alkhalaf@qu.edu.sa
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C. Research hypotheses
The following hypotheses guided our work. (1)
Using (FBML) is effective in providing e-content to
the research sample. (2) There is statistical significance
in the mean of students cognitive achievement after
they took the course. (3) There is statistical
significance in the mean of the students skill
performance after they took the course. (4) Students
have positive views on teaching and the learning
method used in this research, and there is a statistical
significance in students trends in using Facebook after
they took the course.
II. LITERATURE REVIEW
A. What is Facebook?
Facebook is an online social networking service and
is a prominent example of an SNS. The large number
of Facebook users was cited previously, and among
higher education students, its use appears to be even
more widespread [21]. It operates somewhat like a
personal website, but within a defined community of
users and with functions that allow users to locate and
interact with each other [28]. Facebook has become a
popular social networking possibility for reaching
students [21]. It not only allows members to upload
photos and change personal profiles online but also
allows them to leave messages for friends who are
offline. Facebook helps maintain relationships with
others when users are not active online [17].
Facebook can be used as a communication method,
an instructional resource, a collaborative tool, and a
showcase for student projects. Facebook can be used to
post class announcements for parents or provide
schedule reminders for students. Facebook can be used
as an instructional resource, in which teachers can post
tips, explanations, or samples to help students learn.
Facebook is an example of a Web 2.0 social
networking site, which has enormous potential in the
field of education although the site was not designed as
an environment for constructing and managing
learning experiences. Facebook operates as an open
platform, unlike other systems organized around
courses or formally structured content [2].
In addition to these functions that are common to
most traditional social networking sites, Facebook
offers a variety of additional functions, such as a news
feed, through which users can follow the movement of
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The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education
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The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education
C. Case study
D. Selected content
The Processes for E-learning Resources course
was chosen as the educational content for the
Facebook site, and then the content was uploaded on
the website as files: videos, texts, images, and flash
files. Then the content was divided into lectures. We
allowed students to comment and add their viewpoints
on all items.
E. Validity of the content
To ensure the veracity of the content, we presented
the research tools to experts to express their opinions
on the content. Some points were corrected. Twelve
students were selected to examine the validity and
reliability of the research tools.
F. Achievement test
The aim of the test was to measure the students
achievement in knowledge and information in the
educational content. The Google Drive application was
used to design the test. Fifty test questions included
different types, such as multiple-choice, true/false, and
fill in the blank.
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G. Skills test
Experimental
45.41
control
17.79
3.9
6
5.7
9
56
21.173
0.00
0
P <.05. **p<.01.
M
21.14
Control
92.72
A. E-content
Using Facebook was effective in providing econtent to the research sample. To test the validity of
this assumption, Table 1 shows the statistical
significance of the means of the degree of the two
groups using a t-test. Results indicate that there is a
statistically significant distinction between the mean of
the students degrees of the first group (the pre-group)
in favor of the second group (the post-group). The
distinction is essential t(28, N = 29) = 30.451; p = .05.
Table 1: t-test for the statistical significance of means of
the degree of the two groups
Group
M
sd
df
t
Sig.
Pre-group
15.52 4.30
28
30.451
0.00
6
0
Post-group
45.41 3.96
*
P <.05. **p<.01.
Sd
7.95
8
4.30
0
df
Sig.
5
6
42.616
0.000
P <.05 **p<.01
D. Use of Facebook
Students had positive views of the teaching and
learning method used in this research, and there was
statistical significance between students use of
Facebook. To test the validity of this assumption, the
researchers used the general method of calculating the
2 of the frequency table 1 2 to work out the
statistical significance of the frequency distinctions
between the students approval and disapproval of
each phrase of the questionnaire the using class
Facebook site to teach and learn e-courses. Table 4
shows the 2 values for students attitudes toward
using a Facebook page as a learning method.
2
N
1
Items
I feel comfort
to use the
class
Facebook
page
Agree
F
%
22 75.9
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disagree
f
%
7 24.1
X
7.76
The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education
2
10
11
12
Facebook
page allows
me to interact
and build a
learning
community.
Facebook
page allows
me to
personalize
page to
express
individuality
and creativity.
Facebook
page allows
me to share
photos, music
and videos.
Facebook
page allows
me to pose
questions to
the
community.
Facebook
page allows
me to hold
forums to
discuss topics
interact.
Facebook
page allows
me to find and
share
educational
resource.
Facebook
page allows
me to create a
study group.
Facebook
page
encourages
learners
centered
activities.
Facebook
page provides
collaborative
learning
opportunities.
Facebook
page allows
me to share
Facebook,
myspace,
digg,
delicious and
twitter.
Facebook
page gives me
23
25
79.3
86.2
20.7
13.8
9.97
15.2
25
86.2
13.8
15.2
23
79.3
20.7
9.97
28
96.6
3.4
25.1
24
82.8
17.2
12.4
25
86.2
13.8
15.2
22
75.9
24.1
7.76
25
86.2
13.8
15.2
26
89.7
10.3
18.2
25
86.2
13.8
15.2
sense of
belonging.
Facebook
13
page
promotes
knowledge
sharing.
Facebook
14
page is a
friend of the
user.
Facebook
15
page allows
me to send
and receive
information
from other
members
through
messages.
Facebook
16
page is a great
tool for class
communicatio
n.
I will become
17
actively
involved in
courses that
use Facebook
page
Facebook
18
page can be
used for
professional
development.
I would like
19
to see more
Facebook
page use in
other class.
*
P <.05. **p<.01.
23
79.3
20.7
9.97
29
100
29.0
0
26
89.7
10.3
18.2
26
89.7
10.3
18.2
4
27
93.1
6.9
21.5
5
22
75.9
24.1
7.76
27
93.1
6.9
21.5
5
VII. REFERENCES
[1] Blattner, G., & Fiori, M. (2011). Virtual social network
Sd
2.64
1.47
t-test
29.034
df
28
Sig.
0.000
V. CONCLUSION
Using FBML in Facebook Canvas can help to
develop an e-learning course with social media and
supports collaborative knowledge creation and sharing
in the academic environment.
The use of Facebook is effective in learning and
teaching. There was statistical significance between
the means of students cognitive attainment after the
course and after teaching for skills performance.
Students were positive about the teaching and learning
method used in this research, and there was a statistical
significance between the means of the students
attitudes toward using Facebook in the classroom.
Web 2.0 technology and its components can be used to
develop a good learning and teaching system at the
undergraduate level.
VI. RECOMMENDATIONS
We recommend the following practices: Take
advantage of Web 2.0 technology in designing elearning courses, train students to use SNS
applications in learning, link SNS applications with the
LMS used in universities, and support research elearning and distance education.
OReilly Media.
[7] Guzin, M. S., & Kocak, U. Y. (2010). Modeling
&
cognitive model: A tool for promoting adolescent selfawareness. Journal of Creativity in Mental Health, 7(4),
365374.
[13] Louis, L. (2012). An innovative research on the usage
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The Effect of using Facebook Markup Language (FBML) for Designing an E-Learning Model in Higher Education
[16] Mao, E., Xu, L., & Tian, W. (Eds.). (2012). Emerging
presented at the E-Learn 2012: World Conference on ELearning in Corporate, Government, Healthcare, &
Higher Education (Montreal, Quebec, Canada).
[28] Yang, C.-C., & Brown, B. (2013). Motives for using
[17] Pi, S.-M., Chou, C.-H., & Liao, H.-L. (2013). A study
How to cite
Mohammed Amasha, Salem Alkhalaf, The Effect of using Facebook Markup Language (FBML) for Designing an ELearning Model in Higher Education. International Journal of Research in Computer Science, 4 (5): pp. 1-9, January
2015.
www.ijorcs.org