首页> 外文会议>International Technology,Education and Development Conference >(813)MAKING ‘FRIENDS’ IN THE CLASSROOM: USING FACEBOOK TOIMPROVE THE LEARNING EXPERIENCE IN MARKETINGEDUCATION
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(813)MAKING ‘FRIENDS’ IN THE CLASSROOM: USING FACEBOOK TOIMPROVE THE LEARNING EXPERIENCE IN MARKETINGEDUCATION

机译:(813)在课堂上制作“朋友”:使用Facebook来改善营销教育的学习经验

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The emergence of the so-called Web 2.0 and the multitude of social networking applications haveprovided educators with a vast range of opportunities to enhance the learning experience in traditionalclassroom-based university education. The technological developments in the Internet presenteducators with easy and often free access to tools that facilitate the addition of a virtual or onlineelement to traditional or ‘offline’ education. In effect, traditional university education can now benefitfrom its face-to-face contact with students, as well as the virtual classroom, which until recently wasgenerally limited to online education institutions.This paper reports on the experience of creating a virtual classroom using Facebook. The project wasundertaken at a public university in Spain, involving two introductory undergraduate courses onmarketing. Students were invited to join the Facebook group and to take part in a pilot study whosemain goal was to explore how the Facebook platform could be used to improve the learningexperience in marketing education. A number of focus groups were carried with the students toexplore the issues that emerged during the course of the semester. A questionnaire was also utilisedto gauge how students valued the experience. A number of conclusions are presented based on thisexperience and recommendations are made for adopting the social network in university education.
机译:所谓的Web 2.0的出现和众多的社交网络应用程序具有多种机会的技术人员,以提高基于CarractCarroom的大学教育的学习经验。互联网礼物的技术发展容易,往往可以自由访问工具,便于向传统或“离线”教育的添加虚拟或在线。实际上,传统的大学教育现在可以与学生的面对面接触,以及虚拟教室,直到最近是在线教育机构的基础上。本文报告了使用Facebook创建虚拟课堂的经验。该项目在西班牙的一所公立大学是塔克伦,涉及两种介绍性本科课程。学生被邀请加入Facebook集团,参加试点研究Whosemain的目标是探索Facebook平台如何用于改善营销教育的学习经验。与学生一起举办了许多焦点小组,以探索在学期过程中出现的问题。调查问卷也被利用了学生如何重视经验。基于这一经验主义,提出了许多结论,并提出建议采用大学教育社会网络。

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