Methods
Data was collected during two years teaching the course “Leadership” to two different groups, using social networks with one of them and not with the other, and comparing the results obtained. In the first year, several topics were introduced in the classroom to the students of Group#1. The professor delivered some readings to the students, who were then asked to express their opinion, and to discuss these topics in the classroom the following week. Every time a student gave his or her opinion, it counted as once. The second year, in order to get the students of Group#2 more involved in the discussion of the topic, and to promote the degree of interaction before the lesson, the professor posted the topics on the virtual campus Atenea (the university’s local social network). However, most of the students did not use it frequently enough, so it did not work for the intended purpose. Therefore, a Facebook group was created. It was integrated by the professor, the students and two guests who shared their expertise on Leadership. A Twitter account was also created. In the Facebook group, the same topics as used in the first year were introduced, and also others which were either required or proposed by the students.
Instructions on how to join the Facebook group were e-mailed to all the students, including the following points: - The Facebook group is a closed one. - Any student can join the group through the URL provided, so the members did not need to accept each other as friends on Facebook given that everyone prefers privacy (Marwick & Boyd, 2011). - Joining the group is optional. This was done in order to avoid the potential “creepy treehouse” effect of requiring students to participate in a manufactured social media group (Stein, 2008). - Group members will see only Facebook profile information made available in terms of each student’s privacy settings. - The students were asked to participate in the discussions and give their opinions, but they could do it through Facebook or in the classroom.
Methods
Data was collected during two years teaching the course “Leadership” to two different groups, using social networks with one of them and not with the other, and comparing the results obtained. In the first year, several topics were introduced in the classroom to the students of Group#1. The professor delivered some readings to the students, who were then asked to express their opinion, and to discuss these topics in the classroom the following week. Every time a student gave his or her opinion, it counted as once. The second year, in order to get the students of Group#2 more involved in the discussion of the topic, and to promote the degree of interaction before the lesson, the professor posted the topics on the virtual campus Atenea (the university’s local social network). However, most of the students did not use it frequently enough, so it did not work for the intended purpose. Therefore, a Facebook group was created. It was integrated by the professor, the students and two guests who shared their expertise on Leadership. A Twitter account was also created. In the Facebook group, the same topics as used in the first year were introduced, and also others which were either required or proposed by the students.
Instructions on how to join the Facebook group were e-mailed to all the students, including the following points: - The Facebook group is a closed one. - Any student can join the group through the URL provided, so the members did not need to accept each other as friends on Facebook given that everyone prefers privacy (Marwick & Boyd, 2011). - Joining the group is optional. This was done in order to avoid the potential “creepy treehouse” effect of requiring students to participate in a manufactured social media group (Stein, 2008). - Group members will see only Facebook profile information made available in terms of each student’s privacy settings. - The students were asked to participate in the discussions and give their opinions, but they could do it through Facebook or in the classroom.
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