Posted: November 11th, 2015

English

English
agro, M. J., Ryan, K., Ryan, S. D., & Sharp, J. H. (2013) Investigating ways to use

Facebook at the university level: A Delphi study. Issues in Informing Science and

Information Technology,

The use of social networking sites and Facebook in particular has also generated

negative perspectives. To some, Facebook serves as more of a distraction than a

learning tool (Wise, Skues, & Williams, 2011), which is not an unreasonable

deduction since Facebook’s primary use is as a social connection tool, and not an

academic one. There are also some who wonder why one would choose Facebook over the

ubiquitous Learning Management Systems (LMSs) already in place on most campuses,

and this perspective includes both pro, con, and mixed results. For example,

Meishar-Tal, Kurzs, and Pieterse (2012) studied the use of Facebook groups in the

classroom and found that students expressed satisfaction with using Facebook in

this manner and expressed their willingness to continue to do so in the future.

Maranto & Barton (2010) acknowledged that the opportunity for learning is present

in social networking sites, and should not be ignored, yet warned of the dangers of

student/teacher “friend” relationships on social networking sites, and pointed out

how many students see the encroachment of education on their social network

platforms as a negative experience to be avoided. Wang, Woo, Choon, Quek, Yang, and

Liu (2012) found that using Facebook groups for learning resulted in overall

student satisfaction accompanied with frustration over Facebook’s privacy issues,

and a lack of functionality for important tasks such as threaded discussion and

multi-format document sharing. The use of Facebook associated with a course also

brings up other problems. For example, although many students have Facebook

accounts, not all do. Because it is not possible to require students to have a

Facebook account, instructors that use Facebook often also use a university

“sanctioned” tool such as Blackboard or Moodle. Ensuring that the LMS and Facebook

are synchronized in terms of content can be laborious. This can mean double the

work for the instructor. Privacy can also be an issue regarding the use of

Facebook. Although Facebook does provide an option to create “secret” groups, in

which no one outside the group can see who is in the group, postings, or even that

the group exists, some students may be reticent to join because of their country of

origin or even religious reasons (Ryan et al., 2011).
Wang, Woo, Choon, Quek, Yang, and Liu (2012) found that using Facebook groups for

learning resulted in overall student satisfaction accompanied with frustration over

Facebook’s privacy issues, and a lack of functionality for important tasks such as

threaded discussion and multi-format document sharing.

How are Magro et al. using the work of Wang, Woo, Choon, Quek, Yang, and Liu in

this example?
Question 1 options:

summary
direct quote
plagiarism

To some, Facebook serves as more of a distraction than a learning tool (Wise, Skues

& Williams, 2011), which is not an unreasonable deduction since Facebook’s primary

use is as a social connection tool, and not an academic one.

How are Magro et al. using the work of Wise, Skues & Williams in this example?
Question 2 options:

direct quote
hanging quote
paraphrase
Which of the following is an example of a properly incorporated direct quote?
Question 3 options:

Magro, et al. warn that “using Facebook alongside another platform can be

laborious” (2013).
In discussing use of Facebook alongside a Learning Management System, Magro, et al.

warn that keeping multiple platforms in line with one another “can be laborious”

(2013, p. 300).
“Ensuring that the LMS and Facebook are synchronized in terms of content can be

laborious” warn Magro, et al.

Which of the following is an example of a hanging quote?
Question 4 options:

It’s not all good news, though. “The use of Facebook associated with a course also

brings up other problems” (Magro, et al., 2013, p. 300).
It’s not all good news, though, as Magro, et al. point out that using Facebook in a

course “also brings up other problems” (2013, p.300).
It’s not all good news, though, because Magro, et al. (2013) mention other problems

associated with using Facebook in a course.
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