Abstract

This research examines the use of Facebook as an instructional tool in two first- year seminar courses during two consecutive years. The convergence of social media and in-class instruction throughout the semesters was examined to identify whether Facebook has positive utility in teaching and learning. The areas of convergence focused on two learning outcomes, global learning and civic awareness and engagement. In order to assess learning effectiveness and participation, student perception of the efficacy of convergence was collected using an automated response and data collection system. Additionally, pre- and post- course surveys, real-time assessment of learning goals, and a questionnaire on Facebook were used to assess Facebook utility. This research found a significant level of viability for Facebook in a first-year seminar course for students in transition. Accordingly this research offers the foundation for the use of Facebook as a pedagogical technique and how to best execute these learning opportunities. While research concerning Facebook utility appears to offer mixed assessment of value, these results are consistent with the ever-increasing evaluation that tends to offer a positive assessment of Facebook’s viability and effectiveness.

This research on social media explores how Kennesaw State used Facebook as an instructional tool in a first-year seminar course to advance civic-engagement ideals and global-learning goals of the Department of First-Year Programs over two consecutive fall semesters in 2010 and 2011. The main objective of this pilot approach was to determine if social media offer positive utility for the predetermined learning objectives in a first-year seminar. Considering the course is partly based on the Seven Revolutions Project (7R), much of the content under investigation included a global focus.