SOCIAL MEDIA AS AN INSTRUCTIONAL TOOL TO ENHANCE COMMUNITIES OF PRACTICE

This mixed-methods study investigated the effects of utilizing social networking technology, specifically a class Facebook page, in a face-to-face traditional instructional methods college course. Situated Learning Theory framed this study advancing the concept that learning is embedded within activity, context, and culture and in which learning is a process of participation in the social world. Results of the study revealed that the use of the class Facebook page enhanced the classroom community of practice. Students expressed that they felt a sense of connection and felt they were a part of a community where resources and ideas could be shared easily and expediently. Students also felt that their access to the course instructor and other classmates for questions and announcements was greatly enhanced. This study illustrates how social media tools can be used effectively to enhance the experience of students enrolled in face-to-face college courses. Analysis of the study results revealed important implications for structuring and facilitating the use of social media tools in schools and universities as well as the benefits and limitations of these educational experiences.