Using Facebook as a Massive Open Online Course Environment: Supported Functionalities and Challenges

Abstract

Virtual learning environments (VLE) have in the past 15 years radically changed the way learning objects are spread among students and the way learners communicate with teachers. In parallel, social networks are now widely used by users with all kinds of profiles. Among social networks, Facebook is the one offering the largest array of functions and possibilities to be used as an open platform for various kinds of applications. That is why, in this chapter, we provide an overview of the possible use of Facebook as a VLE supporting a Massive Open Online Course (MOOC). The authors distinguish generic functionalities that can be found in the three most popular xMOOC platforms as well as the relevant concepts needed for effective learning that are manipulated by such platforms. Then the authors evaluate how, within Facebook groups, features can be used to create a fully working MOOC environment. The authors distinguish notably class management, communication, collaboration, assessment, learning activity management and the possibilities for learning object management. Overall, the authors highlight that, except for the assessment, Facebook can support all of the functionalities required by a modern MOOC platform while offering a high social presence. While not vital for most MOOC followers, further developments can nevertheless be made to customise Facebook for ensuring this assessment functionality. The chapter can be used as guidance for an implementation of the social network as MOOC through the use of a Facebook group.

Citation

Weghe, D.V.D. and Wautelet, Y. (2018), "Using Facebook as a Massive Open Online Course Environment: Supported Functionalities and Challenges", Visvizi, A., Lytras, M.D. and Daniela, L. (Ed.) The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 155-170. https://doi.org/10.1108/978-1-78756-555-520181012