The Use of Facebook-Based Online Community - Essay Example

Mini Research Project THE USE OF FACEBOOK-BASED ONLINE COMMUNITY TO ENHANCE LEARNING FOR SAUDI ARABIAN STUDENTS Background Information Theoretical Review: Vygotskyian’s Sociocultural Theory Introduction There are varied theories that have been established to explain learning and cognition among them Piaget’s theory of development. The most influential and fundamental theory in understanding cognitive development and explaining how the learning process occurs is the socio-cultural theory of development by Vygotsky. This theory is important because, it places greater emphasis on the need for social interactions and it highlights the individual co-constructing knowledge from environmental setting. Vygotskty’s sociocultural theory indicates that social interaction plays a crucial role in cognitive development (Lantolf, 2000). Application of Vygotskty’s sociocultural theory in learning Generally, the inferences of Vygotsky’s theory are that learners should be given socially rich environments that are aimed at exploring the knowledge domains with their fellow outside experts, teachers and students (Vygotsky, 1978). In this scenario information communication technology such as (Facebook) can be utilized to support the learning environment through discussions, providing tools for discourse, problem-solving, collaborative learning, and providing effective online support. Vygotsky sociocultural theory influences learning on three fronts: the curriculum, instruction, and assessment (Vygotsky, 1978). In the case of curriculum, learners usually learn through interaction and thus curricula should be formulated to emphasize interaction between the learning tasks and learners themselves. In relation to the subject matter which is the use of Facebook, the communication technology provides a platform for interaction between learning English and the students themselves where learners can learn through the principle of interaction as proposed by Vygotsky sociocultural theory. In relation to instruction, the theory supports instructional directive through utilizing capabilities of professionals or adults in aiding tasks that the learners cannot complete on their own (Lantolf, 2000). Through scaffolding for instance, the learner is in a position to learn effectively. Scaffolding does not aim at producing results immediately but aims at ensuring future skills that may be important for independent problem solving (Campfens, 1997). Through the utilization of Facebook, instructors will be in a better position to aid students in learning English by using the social network as a resource for scaffolding where students can as many times practice reading, writing and communicating English and in the long run learning to use the English language efficiently and effectively. The last aspect is assessment in which the methods that will be utilized factors the zone of proximal development, which is a concept that establishes the difference of what a learner can attain on their own and what they can attain with encouragement and guidance from a skilled tutor to enhance their higher mental functions (Vygotsky, 1993). The level in which learners can utilize on their own in dealing with development is called actual development while potential development level can be achieved through utilizing assistance from other parties. Two learners can have same actual development level but with the help of a teacher, one of the learners can be able to solve more problems compared to the other. Thus, the assessment methods that should be utilized are supposed to target both the potential development level and also actual development level. To enhance learning through zone of proximal development, Facebook as a technological medium of instruction may be to guide the students on how to structure coherent sentences in English, use of verbs, adverbs, nouns, pronouns, adjectives, subjects and objects to construct meaning. Facebook will be an effective system for not only offering guidance but also, students learning, practicing and reviewing their learning process which is fundamental to learning new language. Community of Practice Theory Learning has been found to be most effective and productive when learners are placed in a learning environment where they are allowed to engage, interact and share with other peers through learning practices such as group work, group discussions which all generate a community of learning. For this reason, community of practice has gained prominence and importance in contemporary learning environments. Lave and Wenger (1991), are the founders of community of practice theory and they describe community of practice as a group of people who share a common ideology or a concern for something that they frequent do with the aim of improving on it. The group who share ideas can evolve through the group member’s common aims in specific area or domain or the group can grow with the aim of gaining knowledge that is related to their field (Kramsch, 2002). Three important components that make up CoPs are domain, community and practice (Swain, Kinnear & Steinman, 2010). Domain can be defined as knowledge of common purpose, community are the individuals who are involved on this domain while shared practice is what they are developing so that they become effective in their domain. Through this process of sharing experiences and information with the members of the group, these members are able to learn from each other, and at the same time have the opportunity in which they can develop themselves both professionally and personally. Most of the CoPs can take place online using newsgroups and discussion boards or through social networks. A community of practice is therefore a process of social learning that takes place when individuals who share a common interest collaborate over a period of time, sharing strategies and ideas, building innovations and determining solutions. The importance of community of practice in learning is that different group of learners are able to learn from others, share experiences, generate positive effects of group think, share ideas and more importantly generate varied ideas essential in solving learning problems. Through community of practice, learners learn to live and exist with others and more significantly, they enhance their self independence, self confidence, self efficacy and self esteem vital in the achieving learning outcomes. Through these social processes, learning takes place. Facebook as an information communication technology offers a conducive environment and a medium of instruction for facilitating and incorporating learners together as common ideology. Through Facebook, community of learners are developed who are able to learn through the power of social interactions, knowledge sharing and enhancing innovation and creativity which are vital in determining solutions to challenges and problems and in this case pertaining to issues relating to learning English. Facebook as a medium for instruction Facebook can be defined as a social networking site that enables individuals from different parts of the world to share information (Abram & Pearlman, 2012). The social site started in 2004 at Harvard University aimed to allow friends tom share information. The framework has a “profile” that has users name and other personal details that are limited and it is capable of creating newsfeed based on information provided by “friends”. In addition, the internet-based network expanded its activities introducing academic addresses such.edu, au.uk making networks that support colleges where college students can share, review and discuss educational contents among college students from different colleges and from different geographical locations thus expanding a student’s knowledge base and enriching their world view. Other features that are found on the Facebook includes groups, events, shared items, applications, photos and videos, messages INBOX, and The Wall. Additional features includes instant messaging, statement boards, email which all enrich learning by enahcing the elements of relevance, imedicay, connectivity and the aspect of community. Facebook is an important component since it allows sharing information between different groups and individuals which makes it effective and suitable in facilitating social interactions among learning stakeholders as proposed by Vygotsky’s sociocultural theory, in order to enhance learning and cognitive development. The social aspect of Facebook justifies its use in learning particularly in promoting community of learners, which is a core component to effective learning. Facebook, Vygotsky’s Sociocultural Theory, and CoP offer fundamental tools, aspects and insights vital in facilitating effective learning processes and positive achievement. Vygotsky’s Sociocultural Theory offers insights into the need for us to use social interactions as a basis for learning while Facebook offers a medium for facilitating interactive learning. On the other hand, community of practice highlights the need for developing community of learners as a means to facilitating suitable learning environment which ensures learners are able to attain set learning outcomes. Facebook provides a good platform for implementing community of practice in learning since learners signed into the site can be able to interact on Facebook , share learning experiences and discuss educational issues. Many people utilise Facebook to exchange social information and thus, when used in learning context, it improves the educational standards of learners hence, learning processes are greatly enriched. Community of practice can be achieved easily by the use of Facebook. For example, when people are exchanging information on Facebook, the message itself is the domain, the people involved are the members (other persons registered to Facebook) while experience is their contribution towards the topic. In relation to learning English through the use of Facebook, the exchange of learning materials among students and between the teacher and the students are the domain; the participants in the online learning processes are the members of the Facebook community while the learning experiences are their inputs towards learning the English language. According to Craig & Popple, (2008), the use of Facebbok among students generates a scenario where the network is not only used for personal pursuits but also increasingly used for educational pursuits. For example, Facebook has numerous features that include instant messaging, statement boards and email which means that any student can share information within the system in real time. These features provides the element of relevance, immediacy, connectivity and a sense of community where students have active role in influencing and contributing to their learning (Wankel, 2011). In addition, Facebook developed functionalities in which an individual can upload videos and photo that allows for seamless maintenance and updates, huge limits in terms of capacity, and compatibility with numerous web browsers provides superior educational capability. In addition, advancement of technology has resulted in Facebook providing pedagogical advantages to both the learners and the teachers (Anderson & McFarlane, 2010). This is in regards to the ability for learners to transform to teachers by helping others in the learning process which enhances outcomes. Facebook as an information communication technology allows for the learning process be centred on the learning needs and learning abilities of the students and it has the capacity in supporting creation, collaboration on and sharing learning content. In addition, Facebook usually creates an environment in which students can share information directly creating a learning environment (Mitchell, 2010). This means that through Facebook, learners obtain structures and opportunities in which learners support one another resulting in better performance. This means that through internet based learning students benefit compared to those students that utilise traditional strategies (Wankel, Marovich & Stanaityte, 2010). Moreover, student-student and teacher-student interaction is improved with web-based communication (John & Keleher, 2006). This means that with this technology, instructors can connect with the students regarding upcoming events, assignments, important links, and sample of works that are outside the classroom. Project rationale The aim of this project is to analyse thirty higher education Saudi students that are beginning to learn English. All the students are considered as active Facebook users since they log in to their account and make comments every day. The teaching will consider the level of English, which is beginning, and in communicating in the Facebook, the learners should use English. References Abram, C., & Pearlman, L. (2012). Facebook for Dummies. New York: John Wiley & Sons Anderson, E., & McFarlane, J. (2010). Community As Partner: Theory and Practice in Nursing, 6th Ed. London: Lippincott Williams & Wilkins Campfens, H. (1997). Community Development Around the World: Practice, Theory, Research, Training. Toronto: University of Toronto Press Craig, G., & Popple, K. (2008). Community Development in Theory and Practice: An International Reader. New York: Spokesman Books Duff, P., & Hornberger, N. (2008). Encyclopedia of language and education: Language socialization. New York: Springer John, W., & Keleher, H. (2006). Community Nursing Practice: Theory, Skills and Issues. London: Allen & Unwin Kramsch, C. (2002). Language Acquisition and Language Socialization: Ecological Perspectives. 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