facebook and student engagement presentation oxford internet institute sdp 2015
TRANSCRIPT
@reyjunco
inequalities bigdata
prediction self-regulation
gender multitasking
identity sexting
methods development
1. Engagement 2. Social & Academic Integration 3. Facebook Research 4. Big Data (?)
Overview
Engagement
Astin
The amount of physical and psychological energy that the student
devotes to the academic experience
The amount of student learning and development associated with an educational program is directly
related to the quality and quantity of student engagement in that program
In-Class &
Co-Curricular
Academic EngagementAcademic Work
Academic Experience
Critical ThinkingAnalytic Competencies
Intellectual Development
Social EngagementClass Discussions
With FacultyAcademic Community
Psychosocial AdjustmentMaturity
Co-curricular EngagementRetention
Educational AttainmentNontraditional Careers for Women
Positive social self-concept
Engagement Research
Tinto
Academic &
Social Integration
Academic performance and faculty/staff interactions
Academic
Extracurricular activities and peer group interactions
Social
Digital Inequalities
More Likely To Less Likely To
Women
post photostag photos
view photoscomment on contentpost status updates
African Americans check up on friendstag photos
Lower SES post status updates
tag photospost photos
send private messagesview photoscomment
check up on friendspost videos
create/RSVP to eventsview videos
chat
Research Questions
Is there a relationship between Facebook use and indices of student
engagement?
Methods
Danger! Survey Methods!
Danger! Survey Methods!
Indices of Engagement• Student engagement as measured by a
19-item instrument based on the NSSE
• Self-reported time spent in co-curricular activities
• Self-reported time spent preparing for class
Engagement Instrument
Reliability &
Validity
Reliability relationship between
observed and true score
Construct Validity how well does
instrument measure construct?
“This survey was reliable and valid.”
Cannot interpret reliability as a
measure of validity
Internal consistency Cronbach’s 𝛂 = .80
Construct validity Significant correlation with time spent in co-curricular
activities
Facebook Use
• Average time spent daily on Facebook
• Time spent on Facebook “yesterday”
• Average number of times Facebook checked per day
• Number of times Facebook checked “yesterday”
• Frequency with which they conducted 14 Facebook activities
Instrument
Students say they spend 145 minutes/day on Facebook
They actually spend 26 minutes/day on Facebook
Data Analyses
Hierarchical Regression
Curve Estimation
Results
2,368 respondents 44% response rate representative of
institution
Predictor Outcome
Creating or RSVPing to Events (.136)
Scale Co-Curricular Time
Commenting (.116) Scale Co-Curricular Time
Male (.106) Scale Co-Curricular Time
Viewing Photos (.086) Co-Curricular Time
Advanced Graduate Degree (.072) Scale
FBTime (.050) Co-Curricular Time
Predictor Outcome
Playing Games (.118) Scale Co-Curricular Time
Posting Photos (.102) Co-Curricular Time
FB Chat (.098) Preparing for class
Male (.095) Preparing for class
FBTime (.090) Scale
Checking Up on Friends (.088)
Scale Co-Curricular Time
FBCheck (.068) Scale
Parental High School Degree (.051) Co-Curricular Time
Positive Negative
what does it mean?
so what?
Micro
Astin’s Theory• Quality and quantity of Facebook use is
related to construct of student engagement
• Facebook use is related to engagement in offline settings
• Communicative FB activities related to engagement
Limitations• Cross-sectional and correlational
EngagementFacebook
Time
Self Regulation
EngagementFacebook
Time
Self Regulation
Limitations• Cross-sectional and correlational
• Variance predicted by models 2-6%
• Self-report measures
Macro• Facebook usage data can be used to
predict educational outcomes
• Use of Facebook is not necessarily bad, nor good
• Facebook use is reflective of offline
The End?
Extraverted
Conscientious
Facebook PM
FB Chat Viewing Photos
Checking Up Posting Photos
Extraverted
Neurotic
I’m done