When Compelled to FB Around Academic Texts: Postgraduate Students Reflected on their Online Experience
Keywords:social media, adult learners, academic reading, talk around text
AbstractPurpose â€“ This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifi cally focus on the studentsâ€™ refl ections of their online experience of talking around academic texts. Method â€“ The qualitative data used in this paper were derived from studentsâ€™ reflective diaries, studentsâ€™ FB interactions, and informal conversations and were collected from a group of students (27) attending a masterâ€™s class in distance learning mode. Thematic analysis was conducted to examine the themes that emerged to represent their refl ections. Findings â€“ The studentsâ€™ reflections were grouped into two major categories: convenience and facilitation of learning. Studentsâ€™ reflection on the convenience afforded by the FB talk centered mainly on the idea of distance and time. Their reflections on the facilitation of learning were broken down into the following themes: safe environment to explore, social support, self-regulation and autonomy. A separate category, â€œFB entries need respondingâ€, was assigned to studentsâ€™ comments about the importance of lecturerâ€™s and group membersâ€™ feedback. Value â€“ This study revealed the potential of FB as a convenient, safe and an informal avenue for students to share their understandings and reading-related problems. The informal nature of their FB experience supported free exploration of ideas without the worry of having to appear â€œcleverâ€.
How to Cite
The Malaysian Journal of Learning and Instruction (MJLI) has taken all reasonable measures to ensure that material contained in this website is the original work of the author(s). However, the Journal gives no warranty and accepts no responsibility for the accuracy or the completeness of the material; no reliance should be made by any user on the material. The user should check with the authors for confirmation.
Articles published in the Malaysian Journal of Learning and Instruction (MJLI) do not represent the views held by the editors and members of the editorial board. Authors are responsible for all aspects of their articles except the editorial screen design.