Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model

References

• Akyol, Z., Arbaugh, B., Cleveland-Innes, M., Garrison, R., Ice, P., Richardson, J., & Swan, K. (2009). A response to the review of the community of inquiry framework. Journal of Distance Education, 23(2), 123–136.
   Google Scholar
• Akyol, Z., & Garrison, D. R. (2010). Community of inquiry in adult online learning: Collaborative-constructivist approaches. In T. Kidd & J. Keengwe (Eds.), Adult learning in the digital age: Perspectives on online technologies and outcomes (pp. 52–66). Hershey, PA: Information Science Reference.
   Google Scholar
• Ally, S. (2016). Assessing the interaction and interactivity in OUT-MOODLE LMS: The outlook of content design patterns, system configurations and user’s access rates. International Journal for Innovation Education and Research, 4(6), 93–111.
   Google Scholar
• Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. JALN, 5(2), 1–17.
   Google Scholar
• Annamalai, N., Tan, K. E., & Abdullah, A. P. (2016). Teaching presence in an online collaborative learning environment via Facebook. Journal of Social Science & Humanities, 24(1), 197–212.
   Google Scholar
• Arbaugh, J. B., Cleveland-Innes, M., Diaz, S., Garrison, D. R., Ice, P., Richardson, J., … Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11, 133−136. doi:10.1016/j.iheduc.2008.06.003
   Web of Science ®Google Scholar
• Błachnio, A., Przepiórka, A., & Rudnicka, P. (2013). Psychological determinants of using Facebook: A research review. International Journal of Human–Computer Interaction, 29(11), 775–787. doi:10.1080/10447318.2013.780868
   Web of Science ®Google Scholar
• Blasco-Arcas, L., Buil, I., HernáNdez-Ortega, B., & Sese, F. J. (2013). Using clickers in class. the role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. doi:10.1016/j.compedu.2012.10.019
   Web of Science ®Google Scholar
• Blunch, N. J. (2008). Introduction to structural equation modelling using SPSS and AMOS. Thousand Oaks, CA: Sage Publications Ltd.
   Google Scholar
• Brandtzæg, P., Lüders, M., & Skjetne, J. (2010). Too many Facebook “friends”? Content sharing and sociability versus the need for privacy in social network sites. International Journal of Human–Computer Interaction, 26(11–12), 1006–1030. doi:10.1080/10447318.2010.516719
   Web of Science ®Google Scholar
• Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/675/1271
   Web of Science ®Google Scholar
• Buraphadeja, V., & Dawson, K. (2008). Content analysis in computer-mediated communications: Analyzing models for assessing critical thinking through the lens of social constructivism. American Journal of Distance Education, 22(3), 130–145. doi:10.1080/08923640802224568
   Google Scholar
• Burgess, M., Slate, J., Rojas-LeBouef, A., & LaPraire, K. (2010). Teaching and learning in second life: Using the community of inquiry (CoI) model to support online instruction with graduate students and instructional technology. Internet & Higher Education, 13(5), 84–88. doi:10.1016/j.iheduc.2009.12.003
   Google Scholar
• Chiroma, H., Shuib, N., Abubakar, A., Zeki, A., Gital, A., & Herawan, T. (2017). Advances in teaching and learning on Facebook in higher institutions. IEEE Access, 5, 480–500. doi:10.1109/ACCESS.2016.2643682
   Web of Science ®Google Scholar
• Cleveland-Innes, M., Garrison, D. R., & Kinsel, E. (2007). Role adjustment for learners in an online community of inquiry: Identifying the challenges of incoming online learners. International Journal of Web-Based Learning and Teaching Technologies, 2(1), 1–16. doi:10.4018/IJWLTT
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London, UK: Routledge Falmer.
   Google Scholar
• Cooper, T., & Scriven, R. (2017). Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context. Australasian Journal of Educational Technology, 33(4), 22–37.
   Web of Science ®Google Scholar
• Cristóbal, J., Rodríguez-Triana, M., GallegoLema, V., Arribas-Cubero, H., Asensio-Pérez, J. I., & Martínez-Monés, A. (2017). Monitoring for awareness and reflection in ubiquitous learning environments. International Journal of Human–Computer Interaction. doi:10.1080/10447318.2017.1331536
   Web of Science ®Google Scholar
• de Villiers, M., & Pretorius, M. (2013). Evaluation of a collaborative learning environment on a Facebook Forum. The Electronic Journal Information Systems Evaluation, 16(1), 56–70.
   Google Scholar
• Deng, L., & Tavares, N. J. (2013). From Moodle to Facebook: Exploring students’ motivation and experiences in online communities. Computers & Education, 68, 167–176. doi:10.1016/j.compedu.2013.04.028
   Web of Science ®Google Scholar
• Diaz, S. R., Swan, K., Ice, P., & Kupczynski, L. (2010). Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey. The Internet and Higher Education, 13, 22–30. doi:10.1016/j.iheduc.2009.11.004
   Web of Science ®Google Scholar
• Doleck, T., & Lajoie, S. (2017). Social networking and academic performance: A review education & information technology. doi:10.1007/s10639-017-9612-3
   Google Scholar
• Du, J., Wang, C., Zhou, M., Xu, J., Fan, X., & Lei, S. (2017). Group trust, communication media, and interactivity: Toward an integrated model of online collaborative learning. Interactive Learning Environments. doi:10.1080/10494820.2017.1320565
   Web of Science ®Google Scholar
• Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London, UK: Routledge/Falmer.
   Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi:10.1016/S1096-7516(00)00016-6
   Google Scholar
• Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36. doi:10.1016/j.iheduc.2009.10.002
   Web of Science ®Google Scholar
• Garth-James, K., & Hollis, B. (2014). Connecting global learners using e-learning and the community of inquiry model. American Journal of Educational Research, 2(8), 663–668. doi:10.12691/education-2-8-15
   Google Scholar
• Giota, K., & Kleftaras, G. (2014). The discriminant value of personality, motivation, and online relationship quality in predicting attraction to online social support on Facebook. International Journal of Human–Computer Interaction, 30(12), 985–994. doi:10.1080/10447318.2014.925770
   Web of Science ®Google Scholar
• Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly, 24, 602–611. doi:10.2307/2392366
   Web of Science ®Google Scholar
• Joo, Y., Yon Kim, K., & Kyung Kim, E. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(5), 1654–1664. doi:10.1016/j.compedu.2011.02.008
   Google Scholar
• Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(3), 162–171. doi:10.1016/j.compedu.2011.08.004
   Google Scholar
• Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36(5), 18–29. doi:10.1016/j.appdev.2014.11.001
   Google Scholar
• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Human Behavior, 26(6), 1237–1245. doi:10.1016/j.chb.2010.03.024
   Web of Science ®Google Scholar
• Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298–310. doi:10.1187/05-06-0082
   PubMedGoogle Scholar
• Koutsabasis, P., Stavrakis, M., Spyrou, T., & Darzentas, J. (2011). Perceived impact of asynchronous e-Learning after long-term use: Implications for design and development. International Journal of Human–Computer Interaction, 27(2), 191–213. doi:10.1080/10447318.2011.537206
   Web of Science ®Google Scholar
• Kucuk, S., & Sahin, I. (2013). From the perspective of community of inquiry framework: An examination of Facebook uses by pre-service teachers as a learning environment. TOJET: the Turkish Online Journal of Educational Technology, 12(1), 142–156.
   Google Scholar
• Liaw, S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864–873. doi:10.1016/j.compedu.2007.09.005
   Web of Science ®Google Scholar
• Lin, V., Kang, Y. C., Liu, G. Z., & Lin, W. (2016). Participants’ experiences and interactions on Facebook group in an EFL course in Taiwan. Asia-Pacific Education Researcher, 25(1), 99–110. doi:10.1007/s40299-015-0239-0
   Web of Science ®Google Scholar
• Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Makri, K., Papanikolaou, K., Tsakiri, A., & Karkanis, S. (2014). Blending the community of inquiry framework with learning by design: Towards a synthesis for blended learning in teacher training. The Electronic Journal of e-Learning, 12, 183–194.
   Google Scholar
• Mazman, S. G., & Usluel, Y. K. (2011). Gender differences in using social networks. The Turkish Online Journal of Educational Technology, 10(2), 133–139.
   Web of Science ®Google Scholar
• McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first-year experience. Australasian Journal of Educational Technology, 26(6), 729–740. doi:10.14742/ajet.1039
   Web of Science ®Google Scholar
• Merrill, M. D. (2002). First principles of instructional design. Educational Technology Research and Development, 50(3), 43–59. doi:10.1007/BF02505024
   Web of Science ®Google Scholar
• Moreira, J. A., Ferreira, A. G., & Almeida, A. C. (2013). Self-learning skills perceived in communities of inquiry of portuguese higher education students. Psychology, 4, 463–471. doi:10.4236/psych.2013.45066
   Google Scholar
• Mouzouri, H. (2016). The relationships between students’ perceived learning styles and the community of inquiry presences in a graduate online course. International Journal of Emerging Technologies in Learning, 11(4), 40–47. doi:10.3991/ijet.v11i04.5312
   Web of Science ®Google Scholar
• Öztürk, E. (2015). Facebook as a new community of inquiry environment: An investigation in terms of academic achievement and motivation. Journal of Baltic Science Education, 14(1), 20–33.
   Web of Science ®Google Scholar
• Parker, J. (2017). An authentic online community of learning framework for higher education: Development process. Journal of Educational Multimedia and Hypermedia, 26(4), 343–356.
   Google Scholar
• Patrão, C., & de Figueiredo, A. (2011). Educating the new generation journalist: From Moodle to Facebook. Retrieved from http://online.journalism.utexas.edu/2011/papers/Patrao2011.pdf
   Google Scholar
• Pellas, N., & Kazanidis, I. (2014). The impact of computer self-efficacy, situational interest and academic self-concept in virtual communities of inquiry during the distance learning procedures through second life. World Wide Web Journal, 17(4), 695–722. doi:10.1007/s11280-013-0266-9
   Google Scholar
• Petrovic, N., Jeremic, V., Cirovic, M., Radojicic, Z., & Milenkovic, N. (2014). Facebook versus Moodle in practice. American Journal of Distance Education, 28(2), 117–125. doi:10.1080/08923647.2014.896581
   Google Scholar
• Pew Research Internet Project. (2016). Social networking fact sheet. Retrieved December 18, 2017, from http://www.pewinternet.org/fact-sheets/social-networking-fact-sheet/
   Google Scholar
• Reigeluth, C. M. (1999). What is instructional design theory and how is it changing. In C. M. Reigeluth (Ed.), Instructional design-theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Reiser, R. A. (2002). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Ed.), Trends and issues in instructional design and technology. Upper Saddle River, NJ: Merrill Prentice Hall.
   Google Scholar
• Rubin, B., Fernandes, R., & Avgerinou, M. (2011). How the use of virtual learning environment tools affects the online learning experience? Proceedings of the 6th International Conference in Open & Distance Learning, Section A: Theoretical papers, original research, and scientific articles (pp. 595–601). Loutraki, Greece.
   Google Scholar
• Shea, P., & Bidjerano, T. (2011). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the community of inquiry framework. Journal of Interactive Learning Environments, 21, 1–16.
   Google Scholar
• Siemens, G. (2002). Instructional design in eLearning. Retrieved June 23, 2017, from http://www.elearnspace.org/Articles/InstructionalDesign.htm
   Google Scholar
• Slavin, R. (2007). Educational research in an age of accountability. Boston, MA: Pearson Education.
   Google Scholar
• Sterman, J. D. (1991). A skeptic’s guide to computer models. In G. O. Barney (Ed.), Managing the nation: The microcomputer software catalog (pp. 201–229). Boulder, CO: Westview Press.
   Google Scholar
• Swan, K., Richardson, J., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-Mentor, 2(24), 1–12.
   Google Scholar
• Taghizadeh, M., & Vaezi, S. (2011). Exploring social presence in virtual learning environment. World Applied Sciences Journal, 15(1), 120–128.
   Google Scholar
• Tess, P. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29(5), 60–68. doi:10.1016/j.chb.2012.12.032
   Web of Science ®Google Scholar
• Yu, A., Tian, S., Vogel, D., & Kwok, D. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(12), 1494–1503. doi:10.1016/j.compedu.2010.06.015
   Google Scholar
• Zawacki-Richter, O., Muskens, W., Krause, U., Alturki, U., & Aldralweesh, A. (2015). Student media usage patterns and non-traditional learning in higher education. International Review of Research in Open and Distributed Learning, 16(2), 136–168. doi:10.19173/irrodl.v16i2.1979
   Web of Science ®Google Scholar