Altuger-Genc, G. (2012, June), Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21906

\bibitem{asee_peer_21906}
  Altuger-Genc, G. (2012, June), \emph{Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21906

Gonca Altuger-Genc.  "Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21906 Internet.  12 Dec, 2024

\bibitem{asee_peer_21906}
  Gonca Altuger-Genc.
  "Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21906 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_21906
author = "Gonca Altuger-Genc"
title = "Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21906}
number = {10.18260/1-2--21906}
}

TY  - CPAPER
AB  -   SELF-DIRECTED LIFELONG LEARNING THROUGH FACEBOOK: A            PILOT IMPLEMENTATION ASSESSMENTSocial Networking tools have reshaped the way we communicate. It is now easier than ever toreach out to targeted groups or even masses. And due to the cost effectiveness, social networkinghas been broadly applied in media, marketing or in more specific contexts such as emergencyresponse systems. However its potential in information transfer hasn’t been explored in the fieldof education. Learning is already a byproduct of the way students use social networks. Theyshare articles, videos, links and opinions on their topics of interests. They carry on discussions ordebates on such topics. If these activities can be targeted towards knowledge transfer in studentsfield of study, then these social network sites can turn into valuable self-directed learningplatforms and remain as such even after graduation.The Accreditation Board for Engineering Education and Technology (ABET) criteria require thatengineering programs demonstrate that their students attain “a recognition of the need for, andan ability to engage in lifelong learning”. To meet this requirement, a self-directed learningenvironment is implemented in senior level Process Control course in an EngineeringDepartment in a four-year college. The self-directed lifelong learning is conducted through thesocial networking platform Facebook; which was proved to be the most engaging platformamong the students of the Process Control course. A class Facebook page named as “ProcessControl Course” is created by the class instructor. The implementation of self-directed learningmodules is initiated by sharing the class Facebook page link with the students. As studentsjoined the Facebook page by “liking” it, they also gained access to the page wall, where theygained access to the links to self-directed learning modules. The links are posted by the courseinstructor; content of the modules (links) are selected from available online media resources suchas articles, radio shows that complement the material covered in class. As the course instructorshared the links to the self-directed learning modules through class Facebook wall, the updatesappeared in the News Feed section on students’ Facebook pages. After sharing the links to theself-directed learning modules, the instructor also shared discussion questions on class’Facebook page. Students participated in the self-directed learning process by reading/listening tothe self-directed learning modules and by providing their perspective on the module byanswering the discussion questions on class Facebook page. Students who actively participatedin the discussions were eligible to receive the self-directed learning credit. Students participatedin evaluation surveys that assess their overall experience with the self-directed learning processas well as the value of the individual modules.This paper presents the pilot implementation and assessment of the self-directed learningmodules through Facebook. Program outcomes assessment and student feedbacks are examinedto assess the pilot implementation and develop the program further. A discussion on whether toadopt this system in other undergraduate engineering courses, and the effectiveness of theincorporation of social networks in a course environment is presented.
AU  - Gonca Altuger-Genc
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Self-directed Lifelong Learning Through Facebook: A Pilot Implementation Assessment
UR  - https://peer.asee.org/21906
DO  - 10.18260/1-2--21906
ER  -