CHAPTER 6: CONCLUSION
6.7 Implications for further research
The five main areas for further research that have emerged from this study are to: (i) investigate the use of other technologies and their potential impact on learner engagement, (ii) explore the relationship between institutional rules and policies and the beliefs about technology and its role in teaching and learning, (iii) examine the relationship between technology use and institutional infrastructure, (iv) take the key findings from this study into other educational settings and lastly (v) explore the pedagogical use of Facebook and how it might be used as a tool for teaching across different educational areas.
(i) the use of other technologies and their potential impact on learner engagement
The focus of this research was on one social media site, Facebook, but there are many different forms of technology that could be used for learner engagement in different settings. It will be important to investigate other technologies, not just Facebook, that may increase learner engagement and communication between teacher: student and student: student and its impact on their relationships.
120 Chapter 6: Conclusion
Collaboration could also occur using other forms of ICT such as wikis, blogs or Skype. There are many different technologies that have varied purposes, features and benefits and these are worthy of consideration.
(ii) explore the relationship between institutional rules and policies and the beliefs about technology and its role in teaching and learning
The research undertaken in this case study vocational educational Institute revealed an emphasis on rules and policies when incorporating technology, such as Facebook, into education. This focus has had a significant impact on the beliefs of management and teachers at this institute and highlights the importance of challenging these beliefs in relation to technology. It will be important to examine if there is a relationship between institutional rules and policies and the role that technology plays in teaching and learning.
(iii) examine the relationship between technology use and institutional infrastructure
The infrastructure at the case study Institute in this study was identified as limited in its capabilities in relation to meeting the teachers’ and students’ needs due to its limited Internet bandwidth and restricted access to Facebook and other sites. This meant the students used their own personal devices and data in order to visit the sites that they wanted to access. It is suggested future research could examine the relationship between infrastructure and the impact it has on technology use.
(iv) to take the key findings from this study into other educational settings.
As noted in the limitations to this study, this research was undertaken in one vocational educational setting and studied teachers and students across only two vocational educational areas. To identify if these key findings are consistent with other vocational institutes and other educational settings, further research will be required.
(v) explore the pedagogical use of Facebook and how it might be used as a tool for teaching across different educational areas.
For Facebook to be accepted and used as a teaching tool, further research into how it can be used and incorporated into current teaching practices will need to be
investigated. Its pedagogical use across different educational areas will require further research.
6.8 SUMMARY
The purpose of this research was to understand teachers’ and students’ readiness and the perceived potential benefits and/or risks associated with using Facebook as a teaching strategy to enhance learner engagement.
This study is significant as the Australian vocational educational sector, is an educational context that has not been explored in current literature in relation to learner engagement through the use of SNS. By identifying the factors that influence teachers’ and students’ readiness to use Facebook for learning in an adult vocational educational setting it contributes important information for policy and practice for those interested in the potential that SNS, in particular Facebook, could have on increasing learner engagement both within the classroom setting and out of it.
This research identified that teachers’ and students’ readiness to implement change is influenced by their perceived power and load balances which, in turn, affect their capacity to effect change. An individual’s capacity or readiness to implement change, such as incorporating Facebook into their teaching and learning, is linked to their existing attitudes and beliefs in relation to technology such as Facebook; their knowledge and skills when using Facebook and the institutional restrictions that are placed upon them.
The second finding was that the Face of learning is changing and that the roles of teachers and students have changed including the places and spaces within which students want to learn. Students use Facebook as a “backstage” area where they can collaborate and shares resources and ideas, 24/7, outside of traditional classroom hours. Lastly, it was found that there are certain conditions that are necessary, in order to protect students’ and teachers’ privacy, for Facebook to be effectively used as an engagement strategy.
The implications arising from this research are that students in the vocational educational area are “ready” to use Facebook as an additional tool to enhance their learning. Many of the students already have the knowledge and skills necessary to effectively use Facebook as they already use in everyday life. They are sophisticated enough to navigate the privacy settings of Facebook in order for it to meet their
122 Chapter 6: Conclusion
individual needs and understand the necessary etiquette and social norms associated with its use. The recommendation for vocational education and policy makers is to ensure that teachers’ readiness is enabled through an increase in power factors, such as training and education and clear guidelines, and that the load factors, such as poor infrastructure, lack of institutional support, inadequate policy and restrictions, are reduced. If there is a commitment to supporting teachers and students to have the capacity and readiness to implement change, Facebook could be integrated into vocational education as an effective learner engagement strategy.
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Appendices 130
Appendix A – Overview of research questions and objectives
MAIN RESEARCH AND SUB-RESEARCH QUESTIONS
OBJECTIVES QUESTIONNAIRE AND
FOCUS GROUP QUESTIONS USED
Main research question
What factors influence teacher and student readiness to use Facebook for learning in an adult vocational educational setting?
Identify:
the participants’ current desire to use Facebook as part of their teaching or learning.
any factors that could have a potential impact on the participants’ readiness to use Facebook.
the teachers’ and students’ current beliefs and attitudes in relation to the use of Facebook in their teaching and learning.
what current skills and knowledge do the teachers and learners have in relation to Facebook use.
What is their capacity to incorporate change in their environment.
How motivated or willing are the teachers and learners to incorporate change.
Questionnaire
Questions 13 – 15 incorporating the demographical data gathered from Questions 1-12
Teacher Focus Group:
Questions 1-5 (All) Student Focus Group:
Questions 1-4 (All)
Research sub-question (a)
What are the student and teacher perspectives on the possible benefits to be gained by using Facebook to enhance learner engagement?
Examine:
Teachers’ current beliefs about learner engagement issues.
Teachers’ and students’ current thoughts on potential benefits of using Facebook to enhance learner engagement.
Participants’ Current beliefs and attitudes about using Facebook in teaching and learning.
Participants’ current skills and knowledge about Facebook.
What type of Facebook page or account they thought would work best, if at all.
Questionnaire on the potential risks or issues that could occur by promoting the use of Facebook as a teaching for learning tool in Vocational education
Questionnaire on the potential risks or issues that could occur by promoting the use of Facebook as a teaching for learning tool in Vocational education