DIFFERENCES IN USING LMS OR SOCIAL NETWORKS IN EDUCATION
Keywords:: learning management systems, social networking technologies, higher education, distance education, online platform integration, education tools, communication tools
In recent years, the use of the learning management system (LMS) in the educator’s practical work is becoming more popular and has many advantages: it allows students to get knowledge faster and deeper, facilitates interaction between students and educators. In addition, the LMS use increases the students’ number in distance education. Academic group in the social network Facebook is used both in the students’ daily life, and is considered as an educational tool. The social network can easily be adapted as an additional learning management system due to the fact that virtual space become a part of our lives and it can be used efficiently to solve much problems “on the spot”. However, the full impact of the academic group in Facebook on learning has not been studied, especially when compared with the use of other training management systems. According to the study results, the Facebook group members surpassed academically those who used Moodle. Moreover, Facebook users held a positive attitude towards learning and interaction, higher motivation to learn compared to Moodle users. This article provides an implementation analysis and possible limitations in the use of the training management system. The study results may be of great interest to educators who suggest taking Facebook as one of the training management systems.
Ajjan H., Hartshorne R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, vol. 11, № 2. – pp. 71-80.
Canvas. Choosing an LMS comes down to 3 simple questions. – URL: http://www.instructure.com/compare-higher-education (10.11.2019)
Coats H.J.R., Baldwin G. (2005). A critical examination of the effects of learning management systems on university teaching and learning. Tertiary Education and Management. – vol. 11, №1. – pp. 19-36.
DeSchryver M., Mishra P., Koehler M., Francis A. (2009). Moodle vs. Facebook: does using Facebook for discussions in an online course enhance perceived social presence and student interaction? Proceedings of society for information technology & teacher education international conference. - pp.329-336.
Facebook, “Investor Relations: Facebook Reports First Quarter 2014 Results”. URL:
Gabarre S., Gabarre C., Din R., Shah P.M., Karim A.A. (2013). Using mobile Facebook as an LMS: Exploring impeding factors. GEMA Online Journal of Language Studies, vol. 13, № 3. – pp. 99–115.
Hewitt, Forte A. Crossing boundaries: identity management and students/faculty
relationships on the Facebook. – URL: http://www.mendeley.com/research/crossing-boundariesidentity-management-and-studentfaculty-relationships-on-the-facebook-2/#page-1. (10.11.2019).
Kop R., Fournier H., Mak J. S. F. (2001). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, vol. 12, № 7. – pp. 74- 93.
Kop R., Fournier H., Mak J.S.F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses . The International Review of Research in Open and Distance Learning, vol. 12, №7. – pp.74- 93.
Li L., Pitts J. P. (2009). Does it really matter? Using virtual office hours to enhance student-faculty interaction. Journal of Information Systems Education, vol. 20, № 2.-pp. 175-185.
Li L., Pitts J.P. (2009). Does it really matter? Using virtual office hours to enhance student-faculty interaction. Journal of Information Systems Education, vol. 20, № 2. – pp. 175-185.
Mazer J.P., Murphy R.E., Simonds C.J. (2007). I’ll see you on Facebook: the effects of computer mediated teacher self-disclosure on student motivation, affective learning and classroom climate. Communication Education, vol. 56, №1. – pp. 1-17.
McCarthy J. (2010). Blended learning environments: using social networking sites to enhance the first-year experience. Australasian Journal of Educational Technology, vol. 26, № 6.– pp 729-740.
McCarthy J. (2010). Blended learning environments: using social networking sites to enhance the first-year experience. Australasian Journal of Educational Technology, vol. 26, № 6. – pp. 729-740.
Nunes M.B., McPherson M. (2003). Action research in continuing professional distance education. Journal of Computer Assisted Learning, vol. 19, № 4. – pp. 429-437.
Roselli R.J., Howard L., Brophy S. (2006). Integration of formative assessment into online engineering assignments. Computers in Education Journal, vol. 16, №. 4. – pp. 8-17.
Schroeder J., Green Bowe T. (2009). The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory. Journal of Online Education. – vol. 5, № 4. – URL: http://www.comminit.com/node/321375 (10.11.2019).
Shih R. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, vol. 27, № 5, - pp. 829-845.
Sаnchez R.A., Cortijo V., Javed U. (2014). Students’ perceptions of Facebook for academic purposes. Computers & Education, vol. 70. – pp. 138-149.
Wang Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Educational and Teaching International, vol. 45, № 4. – pp. 411-419.
Wang Q., Woo H.L., Quek C.L., Yang Y., Liu M. (2012). Using the Facebook group as learning management system: an exploratory study. British Journal of Educational Technology, vol. 43, № 3. – pp. 428-438.