Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups

This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal...

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Autores principales:	Esteban Vázquez-Cano, Paz Díez-Arcón
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	Facebook groups distance education learning management system university interaction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/bba859fc75a04fa5aa45c690d135e754
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id	oai:doaj.org-article:bba859fc75a04fa5aa45c690d135e754
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spelling	oai:doaj.org-article:bba859fc75a04fa5aa45c690d135e7542021-12-02T18:02:58ZFacebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups10.19173/irrodl.v22i3.54791492-3831https://doaj.org/article/bba859fc75a04fa5aa45c690d135e7542021-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5479https://doaj.org/toc/1492-3831This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams. Esteban Vázquez-CanoPaz Díez-ArcónAthabasca University PressarticleFacebook groupsdistance educationlearning management systemuniversityinteractionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Facebook groups distance education learning management system university interaction Special aspects of education LC8-6691
spellingShingle	Facebook groups distance education learning management system university interaction Special aspects of education LC8-6691 Esteban Vázquez-Cano Paz Díez-Arcón Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
description	This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.
format	article
author	Esteban Vázquez-Cano Paz Díez-Arcón
author_facet	Esteban Vázquez-Cano Paz Díez-Arcón
author_sort	Esteban Vázquez-Cano
title	Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
title_short	Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
title_full	Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
title_fullStr	Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
title_full_unstemmed	Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
title_sort	facebook or lms in distance education? why university students prefer to interact in facebook groups
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/bba859fc75a04fa5aa45c690d135e754
work_keys_str_mv	AT estebanvazquezcano facebookorlmsindistanceeducationwhyuniversitystudentsprefertointeractinfacebookgroups AT pazdiezarcon facebookorlmsindistanceeducationwhyuniversitystudentsprefertointeractinfacebookgroups
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Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups

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