INTRODUCTION
Statement of the problem and rationale for the study
Social networking has become an integral part of our lives globally, with a Pew Research Center report from early 2014 indicating that 74% of online adults engage with social media Notably, 67% of social media users aged 18 to 29 access Facebook daily, highlighting its popularity among our study's participants, second-year students This significant engagement presents a substantial opportunity for academic applications, as Facebook facilitates communication and information exchange among learners, particularly in group collaborations Therefore, investigating the role of Facebook in enhancing group collaboration is essential.
Group work is often seen as a more efficient learning method compared to individual study (David & Bass, 1993) As Helen Keller famously stated, "Alone we can do so little; together we can do so much," highlighting the benefits of collaboration The idiom "two heads are better than one" further emphasizes that teamwork can lead to quicker solutions Mabrouk (n.d., as cited in Felder & Brent, n.d.) noted that group work enhances material understanding, reduces stress, and fosters positive relationships among team members This collaborative approach is applicable both in and out of the classroom As a fast-track student at ULIS, I have personally experienced the significance of group collaboration, as most assignments and projects are designed to build both academic and soft skills.
Group collaboration has garnered significant attention from scholars globally, with various aspects being explored over time While digital strategies for enhancing collaboration have been proposed, such as Web 2.0 tools and Google Docs (Atkins, n.d.), these suggestions often focus on limited contexts, like in-class activities (Burke, n.d.) Additionally, the widespread use of Facebook among youth has prompted investigations into its academic implications, including studies on its relationship with GPA (O’Brien, 2011) However, within the context of ULIS, VNU, research on these issues remains scarce.
As a fast-track student, I have found that group collaboration is crucial to our academic success, with Facebook serving as a primary communication tool While parents may perceive our use of Facebook as purely for socializing, it plays a significant role in our educational interactions Therefore, I aim to explore the extent of Facebook's utilization among fast-track sophomores for academic purposes.
Research questions
This study focuses on identifying the primary reasons for using Facebook, examining the challenges faced during group collaboration on the platform Additionally, ICT teachers from the Faculty of English Language Teaching (FELTE) at the University of Language and International Studies (ULIS), Vietnam National University (VNU) will offer suggestions and implications aimed at enhancing the effectiveness of group collaboration for fast-track sophomores at FELTE, ULIS, VNU.
These afore-mentioned aims are specified into the three following research questions:
1 How is Facebook often used by fast- track sophomores at FELTE, ULIS, VNU?
2 To what extent does Facebook influence on group collaboration as reported by fast- track sophomores at FELTE, ULIS, VNU?
3 What are the obstacles when using Facebook for group work collaboration as reported by fast- track sophomores at FELTE, ULIS, VNU?
Significance of the study
This research is driven by three key reasons Firstly, there is a scarcity of studies focused on the use of Facebook for academic purposes among college students Secondly, as teaching methods evolve, integrating technology and social networking into education has become increasingly relevant This research aims to provide valuable insights for educators, particularly language teachers, on how to effectively incorporate Facebook into their teaching strategies to better engage students Lastly, it serves as a reliable resource for future studies related to social networking and group collaboration.
Scope of the study
This research specifically examines the use of Facebook for out-of-class discussions among fast-track sophomores at FELTE, ULIS, VNU, focusing solely on online group interactions related to assignments The study employs a quantitative approach, involving participants from three fast-track classes Additionally, it aims to identify challenges faced during online discussions on Facebook, while also presenting solutions provided by ICT teachers experienced in integrating technology into education.
Thesis structure
This research consists of five core chapters:
This chapter aims at stating the research problems, the significance of the study and proposing questions to answer
This includes the explanation of social networking (Facebook), the application of Facebook in Vietnam, particularly in group work and reviews other works
This chapter consists of the description of research participants, data collection method and data analysis method
In this chapter, research findings will be presented The discussion taken from participants’ interview with an aim to elaborate further on their choices
Lastly, major findings, pedagogical implications, the limitation and suggestions for further research will be presented.
LITERATURE REVIEW
Group collaboration
Group work is a prevailing form of learning toward Vietnamese students in general and an integral part of ULIS students In fact, there are numerous given definitions for group work
According to Oxford dictionary, group work is defined as ―work done by a group in collaboration‖
Doff (1988) makes it more detailed that group work is a process in which
―the teacher divides the class into small groups to work together (usually four or five students in each group), all the groups work at the same time.‖
So what is collaboration? Collaboration is ―the action of working with someone to produce something‖ (Oxford dictionary) or to be more specific, it is
Collaboration is defined as the situation where two or more individuals work together to achieve a common goal, as stated by the Cambridge Dictionary Harasim, Hiltz, Teles, and Turoff (1995) broaden this definition, describing collaboration as any activity where individuals unite to create meaning, explore topics, or enhance skills From an information technology perspective, collaboration encompasses various tools and platforms that facilitate this cooperative effort.
Collaboration within an organization refers to the joint effort of multiple individuals or teams working together to achieve a specific task or project This process often involves the ability for two or more people to access and contribute to shared documents and content over a network, enhancing teamwork and productivity.
Group work, or group collaboration, is a learning process where students cooperate to achieve goals with minimal teacher intervention In this collaborative environment, each member contributes equally by sharing ideas and providing feedback, fostering independent learning among peers For the purposes of this study, the terms group work and group collaboration are used interchangeably.
Group collaboration is clearly a kind of collaborative learning, when the learners cooperate with each other to achieve the aim of the assignment
There are some examples of activities requiring group collaboration suggested by Cornell University:
- ―Stump your partner‖: The process of asking and answering questions related to the lesson between the learners and the one beside them
- ―Think-pair-share/ Write-pair-share‖: The learner needs to answer some questions after some minutes to present about their ideas for the whole class
- ―Catch-up‖: After a main idea of the lesson, there is a discussion among learners about what they have learnt or some questions are raised to check understanding
- ―Fishbowl debate‖: It is a kind of a debate, which includes participants with different viewpoints The difference here is that students work in groups of three only
- ―Case study‖: Each group is given a case study After the duration of sharing with other group, the instructor will call for a team to present about their investigations and solutions
- ―Team-based learning‖: Students work in groups to complete some tasks or quizzes, especially some assignments requiring problem-solving skills The assessment is for both individual and group work
Group problem solving is an effective learning method where students actively engage in addressing a specific problem This approach encourages critical thinking and the synthesis of ideas, as learners collaborate to develop solutions By focusing on problem-solving tasks, students enhance their analytical skills and deepen their understanding of the subject matter.
In general, according to Johnson, Johnson and Smith (1991, as cited in Davis
& Bass, 1993), there are three types of group collaboration:
● ―Informal learning groups‖ are types of learning for a number of learners, which requires them to use what has learnt to the given task in the length of a lesson
● ―Formal learning groups are teams‖ – where learners work with each other in either short or long time to fulfill the assignment
Study teams are long-term groups that demand significant effort and commitment from learners over several months Consequently, team members remain consistent, necessitating complete cooperation among them to achieve their goals.
This study focuses on the online group collaboration; therefore, the formal learning teams and study teams are more suitable to work on
2.1.3 The pros and cons of group collaboration
It is inevitable that collaboration in the group brings many benefits According to assessment policy from University of Wollongong:
Group work can significantly enhance peer learning and support when conducted in optimal conditions, as numerous studies have demonstrated its effectiveness However, in less favorable circumstances, it can lead to conflict, resentment, and freeloading, while also adding stress for students with demanding schedules and long commutes to the University.
(University of Wollongong assessment policy, 2002; as cited in Assessing Learning in Australia Universities)
As can be seen that, group work supports the learner in three following aspects:
Group work fosters a collaborative learning environment where students can exchange ideas and learn from one another, enhancing the overall quality of education By pooling knowledge from various sources, learners ensure a more comprehensive understanding of the subject matter Additionally, collaboration allows students to identify and correct misunderstandings, leading to a more accurate grasp of the topic (Gayatan & McEwen, 2007, as cited in Chiong & Jovanovic, 2012).
Group collaboration in educational settings implicitly fosters essential skills in students, particularly in problem-solving and critical thinking Research indicates that learners perform better in cooperative environments due to the diverse knowledge shared among group members, enhancing their insights (Vygotsky, 1978; Gockhale, 1995) The reciprocal exchange of ideas during collaboration not only promotes problem-solving abilities but also supports mental development (Bruner, 1985; Gockhale, 1995) Gockhale's findings suggest that cooperative learning significantly enhances learners' critical thinking and problem-solving skills compared to solitary work, as it provides opportunities for idea sharing, feedback, and self-reflection Similarly, Ataie, Shah, and Nazir (n.d.) found that collaboration encourages discussion and debate of differing opinions, further enhancing critical thinking Ultimately, collaborative group activities lead to a greater acquisition of knowledge among learners (Davis & Bass, 1993).
The policy highlights that collaborating in a team significantly reduces heavy workloads, as shared assignments with at least one other student are less stressful than working alone.
Group collaboration significantly enhances learners' social relationships by facilitating knowledge exchange among team members According to Johnson and Johnson (as cited in Prince, 2004), strong connections within a team promote greater understanding and cooperation than individual learning Furthermore, working together on assignments allows learners to gain deeper insights into their peers' characteristics, which may not be evident in regular classroom interactions (Burke, 2011).
Collaboration in group work can present challenges, particularly when more capable students feel hindered by less skilled peers, leading to a negative perception of teamwork (Felder & Brent, n.d.) This highlights the issue of unequal student abilities, which can impact the overall effectiveness of group projects (Roberts & McInnerney, 2007).
Some students may overly depend on their more capable peers during group work, which can hinder the collaborative process (Burke, 2011) When individuals do not push themselves to engage fully, the effectiveness of teamwork becomes more difficult to achieve (Atkins, 2010).
Time consumption is a significant challenge in collaborative work, as highlighted by Burke (2011) The process of evaluating numerous contributions from group members can prolong the decision-making timeline, making it more time-intensive than working individually Additionally, the reliance on internet communication in online collaboration often leads to delays as participants must wait for others to complete their input, making this issue particularly unavoidable.
Group collaboration offers significant advantages, including the creation of a positive learning environment, opportunities for skill development, and effective workload sharing Additionally, fostering relationships among team members is a crucial element that enhances the overall collaborative experience.
2.2.1 The development of Social Networking Sites (SNS) and its influence on education
The Internet, invented over 40 years ago, aimed to overcome geographical barriers and enhance computer communication, as highlighted by the Internet Society Throughout history, technological advancements have continually improved our ability to communicate, marking the Internet's inception as a pivotal moment in its evolution into the expansive network we rely on today.
In "The Network Society," Jan van Dijk highlights the growing significance of terms like "connected age" and "web society," reflecting our increasingly interconnected world (Dijk, 2012) Renowned physicist Stephen Hawking emphasized this notion, stating that the Internet connects us all, akin to neurons in a vast brain This illustrates that individuals do not exist in isolation but are linked to one another through the Internet, much like the functioning of neurons.
Since the emergence of the Internet in 1997, social networking sites (SNS) like MySpace, Facebook, and Twitter have gained significant attention in society Defined by the Cambridge Dictionary, SNS are platforms that facilitate communication and knowledge exchange among users, functioning as virtual communities.
Social networking sites (SNSs) are web-based platforms that enable users to create public or semi-public profiles within a defined system Users can connect with others by listing their connections and can explore their own network as well as the connections of other users The specific nature and terminology of these connections may differ across various platforms (Boyd & Ellison)
Sometimes, there is a small difference in use of ―social network site‖ and
―social networking sites‖ Actually, ―social network site‖ is a ―phenomenon‖ and
―social networking sites‖ mentions a ―public discourse‖ but both of them are compatible (Boyd & Ellison)
In fact, there is a bombard of SNSs users in the 21st century (Figure 1)
Figure 1: The numbers of Facebook users (2010-2018)
It is estimated that only 0.97 billion SNS users in 2010 and that number is predicted to be approximately 2.13 billion around the world in 2016 The speed is increasingly higher
Social networking sites (SNSs) significantly influence people's lives, particularly in the realm of education Research from the University of Science & Technology of China and the City University of Hong Kong indicates that SNSs offer advantages for college students, enhancing both their social interactions and academic performance.
Social networking sites (SNSs) offer users a valuable opportunity to enhance their relationships through various forms of communication These platforms enable individuals to update their profiles, comment on photos and posts, send public messages, and engage in instant messaging, fostering deeper connections among users (Nielson, 2010, p.169, as cited in Collin, Kitty, Richardson).
As the demand for communication continues to rise, platforms like Facebook and Twitter have gained immense popularity for helping people stay connected Additionally, students can acquire valuable informal educational skills through these social media channels, which are often not covered in traditional school curricula.
Social networking services (SNS) enhance learning and skill development beyond traditional educational settings by fostering peer-to-peer knowledge sharing, encouraging collaboration, promoting diverse cultural expressions, cultivating essential workplace skills, and empowering individuals in their civic engagement.
Essential skills for academic success are often not taught in traditional classrooms or courses However, through social networking sites (SNS), individuals can unknowingly develop these skills, enhancing their learning experience.
Moreover, their formally educational purposes such as contacting with other peers, working in a group or managing scheme become more convenient via SNSs
(Stenger, 2013) There is a correlation between SNSs frequency and GPA: the more they get access to SNSs, the higher GPA they achieve (Khan, n.d) Sharing the same idea, Laurillard (n.d) said that:
Learning technologies enhance student engagement by fostering high-level cognitive skills essential for academic success and practical design-oriented expertise.
Tasmania's Sacred Heart School and Pularumpi School on Melville Island exemplify how formal learning can thrive through Social Networking Services (SNS) By utilizing instant messaging and Skype, these schools facilitate the sharing of cultural information and collaborative work among over forty other institutions, benefiting both teachers and students (Mazer, Murphy & Simonds 2007, as cited in Collin, Kitty, Richardson & Third, 2011).
In conclusion, SNSs dramatically contribute to the college students’ lives
Facebook, created by Mark Zuckerberg in February 2004 while he was a Harvard student, initially served only Harvard students, emphasizing privacy and exclusivity This limited access contributed to its prestige, establishing it as a prominent social networking site within the university community (Edosomwan, Prakasan, Kouame, Watson & Seymour, 2011).
Figure 2: The layout of Facebook in 2004
In early 2005, Facebook expanded its accessibility to various user groups, including high school students and professors, in response to the growing demand for networking By July 2010, the platform had amassed 500 million users, solidifying its status as the most visited website globally (TIME, 2010 as cited in Edosomwan, Prakasan, Kouame, Watson).
According to Rainie and Wellman (2012), social networking systems include three main characteristics and Facebook is considered to be a typical example to dick deeper
According to Rainie & Wellman (2012), Facebook promotes individualism by allowing users to personalize their profiles with custom pictures, cover photos, and status updates This ability to create a unique online "home" provides insights into a user's personality and characteristics, serving as a foundation for understanding their identity.
According to Rainie and Wellman (2012), the concept of "multiple users" highlights how individuals engage with a wide range of diverse people A key aspect of this interaction is communication, which is prominently showcased in the design of Facebook.
Figure 3: The layout of Facebook nowadays
The influence of Facebook on group collaboration
With the three above characteristics of Facebook, which are personal, multiple user and multithreaded multitasking, group collaboration is dramatically supported
The personal function allows students to express their individuality through profile pictures, statuses, and styles, enabling teammates to gain insights into each other's characteristics, which enhances collaboration and teamwork.
Multiple users is one of the key components that boost the collaboration
Messenger enhances communication like never before, particularly through Facebook's ability to facilitate group chats with multiple participants This feature significantly boosts intercommunication among users, making it an essential aspect of Facebook's functionality.
Social networking sites often include instant messaging features that enable real-time communication, making them valuable tools for educators to enhance classroom discussions by tapping into the wealth of online information Additionally, these platforms serve as effective resources for managers during team meetings, for conference organizers to keep attendees informed, and for business professionals to engage with clients and prospects.
Sharing on platforms like Facebook enhances group discussions through quick interactions, particularly in school groups where members can share information anytime According to the Facebook Help Center, users receive instant notifications for every post, allowing them to stay connected with others This online discussion forum provides an opportunity for less confident students to express their thoughts more freely than in face-to-face settings (Ataie, Shah & Nazir, 2015).
Multithreaded multitasking enables users to tackle multiple tasks simultaneously, such as engaging in group work on Facebook while chatting with friends or posting updates Additionally, Facebook serves as an effective platform for sharing educational resources and recommending various online materials (Ataie, Shah & Nazir, 2015; Llorens, Capdeferro).
2011, as cited in Ataie, Shah & Nazir, 2015)
Online collaboration can present challenges, particularly due to the faster pace of spoken communication compared to typing This discrepancy can make it difficult for participants to keep up with comments and messages from others Additionally, the demands of multitasking can distract learners from engaging fully in discussions, as they may be sidetracked by incoming messages or comments from peers.
In general, Facebook creates a strong connection between group members by the multiple functions.
Related studies on collaboration and the use of Facebook
Research on Facebook's impact on students is prevalent, with studies revealing mixed results Gafni and Deri (2012) found no positive correlation between Facebook usage and learning among undergraduate students in Israel, noting that infrequent updates on institutional pages hindered potential benefits In contrast, Lampe et al (n.d) discovered that distance learning via Facebook enhanced communication effectiveness compared to face-to-face discussions at a Midwest university in the U.S This improvement is attributed to students who are more active on Facebook having greater availability for collaboration than those who engage more offline.
Recent research has increasingly focused on collaboration, particularly in the context of online learning tools While these tools have been shown to enhance collaborative efforts (Clark, n.d.), the primary mode of communication explored in depth has been email.
While he viewed email as a conventional tool, no alternatives for more convenient options were proposed Burke (2011) provided clear instructions, primarily emphasizing offline collaboration Although there was some mention of integrating online tools, this was largely limited to the use of wikis.
A study by Suwannatthachote and Tantrarungroj (2012) examined the connection between Facebook usage and group engagement among participants in an online course The researchers found no significant relationship between Facebook use for group activities and engagement; instead, participants primarily utilized the platform for personal purposes like status updates and photo sharing This research will serve as a foundation for developing a questionnaire with similar thematic elements.
In Vietnam, the application of social media in education, particularly Facebook, remains underexplored A study by Nguyen and Nham (n.d., as cited in Ngoc, 2014) at Vietnam Commercial University revealed that students utilized Facebook not only for socializing and entertainment but also to enhance their academic learning Despite these positive findings, there has been no research conducted on the use of Facebook in the context of the Faculty of English Language Teacher Education (FELTE) at ULIS.
In short, there have been little research on such topic in ULIS environment, which creates a big gap for the researcher to work on.
METHODOLOGY
Selection of subjects
This study examines the Facebook usage of Fast-track sophomores at the Faculty of English Language Teacher Education (FELTE) at the University of Languages and International Studies (ULIS) The research focuses on students from three sophomore fast-track classes, including two classes specializing in Teaching and one class in Interpretation.
There are two main reasons for the fast-track sophomores at FELTE to be chosen: age and learning curriculum
Research indicates that Facebook users predominantly fall within the 18-24 age range, with second-year students dedicating significant time to the platform for various purposes This study aims to formally investigate the effectiveness of group collaboration among these students on Facebook.
The fast-track sophomore curriculum at FELTE is designed to enhance group collaboration skills, aligning with the rigorous standards outlined in the 2006 guidelines for talented and high-quality undergraduate training at the National University of Hanoi This special training method aims to meet regional and international quality benchmarks in higher education, necessitating a high level of commitment and capability from the students involved.
- ―In-depth knowledge of their L1 and the target language as well as the culture;
- Competent use of the knowledge in various communicating activities; and
- Personal qualities such as teamwork, tolerance, confidence and the ability for personal and peer assessment‖
(Nguyen et al, 2005, as cited in Nguyen, 2013)
It is clearly seen that with the great frequency of group collaboration in the learning curriculum, those personal qualities can be achieved.
Research instruments
Quantitative research, as outlined by Babbie (2010), emphasizes the analysis of numerical data from large populations to provide a comprehensive overview of research problems This method involves collecting and analyzing data through mathematically based techniques, particularly statistics, to explain phenomena (Creswell, 1994) Consequently, the quantitative approach is both effective and suitable for uncovering explanations for various issues.
The researcher recognized the advantages of the quantitative method and chose to implement it for studying students' perceptions of Facebook as a tool for group collaboration This approach will involve collecting data on students' opinions and presenting the findings through statistical analysis.
Procedure of data collection
Structured questionnaires are an effective tool for researchers to gather information from diverse populations quickly, regardless of their location (Mitchell & Jolley, 2010) Online forms facilitate the distribution of these questionnaires, enhancing accessibility (Caines, n.d.) This method is cost-effective, saving both time and money during the research process (Key, 1997), as it minimizes the need for individual contact Additionally, the objectivity of structured questionnaires ensures that external factors, such as researcher bias or emotional influence, do not affect respondents' choices, thereby significantly increasing the reliability of the results (Milne, n.d.).
Interviews are recognized as one of the most effective methods for researchers to gather participants' insights (Remenyi, 2011) This direct interaction between the respondent and the interviewer enhances information exchange and collaboration, significantly increasing effectiveness (Phellas, Bloch & Clive Seale, n.d) Interviewees often provide more in-depth responses to specific inquiries during interviews compared to completing online forms (Phellas, Bloch & Clive Seale, n.d) McNamara (1999, as cited in Valenzuela & Shrivastava, n.d) supports this notion, emphasizing the value of personal engagement in the research process.
Interviews are valuable for uncovering the narratives behind participants' experiences, allowing interviewers to delve deeply into specific topics They can also serve as a follow-up tool for certain questionnaire respondents, enabling a more thorough exploration of their answers.
Moreover, ―standardization of at least some questions increases data reliability‖ (Woods, n.d)
In this research, semi-structured interviews are utilized to gather clear responses from participants Following a detailed analysis of student feedback, select individuals will participate in private interviews Various interviewing methods are available, including face-to-face, email, or Facebook, with face-to-face being the preferred choice ICT teachers are contacted in advance to accommodate their schedules, and if a face-to-face meeting cannot be arranged, alternative online methods will be employed.
3.3.2 Construction of data collection instrument
Drawing on insights from the literature review, particularly the research by Suwannatthachote and Tantrarungroj (2012), the researcher developed a questionnaire aimed at examining Facebook usage among fast-track sophomore students.
There are two options for the questionnaire participants: the student having a Facebook account and the student not using Facebook
Table 1: Construction of data instrument
1 How do you often use Facebook?
- Updating current events or news’
- This question is not applicable to students who do not use Facebook
- The last activity is the most important choice to make the rest of answers are clicking like
- Others (Please spcify) valid If any student does not choose, her/ his questionnaire will be eliminated
Facebook for group collaboration, what do you often do?
- Receive information from group members
- Share group project information (ideas/ content, format, division…)
- Inquire about details of project assignment
- Set schedule for group meetings
- Share knowledge and technique problems
- Contact others with the questions related to group assignment
- Post information necessary for group projects
- This question was not applicable to students who do not use Facebook
- The options were adapted from Suwannatthachot e &
- Interview questions were exploited to find the reason, clarification for participants’ answers comments from people on the content that you have posted
3 To what extent do you think you agree or disagree with these following statements about the use of
- Facebook would help me multitask during group collaboration
- I would discuss with other members at any time and place with a smartphone
- I would feel more relaxed when discussing on Facebook
- Typing would give me time to think of more ideas
- Facebook Messenger Group would allow more than two people to chat at a time
- Facebook is popular so almost people use it, which would be convenient for the whole team
- Internet connection would sometimes interrupt the
- This question was applicable to all participants
- The question was self- designed by the researcher
- Interview questions were given to students to ask about their situations, explanations, etc…
- 3 ICT teachers were interviewed to give solutions for these difficulties group discussion
- The members would easily distract from group discussion by chatting or playing games on Facebook
- Files with heavy properties (>2Gb & &
>25 Mb) would not be uploaded
- Some members would not be online as scheduled
- It would be difficult to follow on Facebook Messenger to read old messages
- The members online at any places so the concentration would not be constant
- Typing would be time- consuming
- Members’ contribution would be hard to control and measure
- Facebook would limit face-to-face call as Video call on Facebook is not popular as Skype or Google Hangouts
Data collection procedure
These following steps are strictly carried out:
Step 1: Contacting the participants The researcher contacts monitors from three classes to arrange the day for the survey
Step 2: Ice- breaking The researcher comes to class and introduces about her/his name and thesis to ask for the students’ help He/she make a promise to keep all the personal information as well as their answers
Step 3: Doing the survey The participants do the questionnaire Besides, the researcher is available in class to answer all the questions about the survey
Step 4: Collecting the data After the students complete, all the questionnaires are collected The researcher shows his/her gratitude to the students and mentions about the semi-structures interviews with some students
After collecting responses from participants, the researcher reaches out to each interviewee using their personal information Simultaneously, ICT teachers are contacted to obtain permission and schedule the interviews It is essential for the researcher to consider specific tips when conducting these interviews.
The interview should begin with a warm greeting and expressions of gratitude towards the interviewee, fostering a friendly atmosphere between the interviewer and the interviewee from Johns Hopkins Bloomberg School of Public Health.
To encourage interviewees to share more detailed information, researchers should use prompts like "tell me about" or "describe" and express genuine interest in specific topics while maintaining a neutral stance This approach fosters open communication and deeper insights during the interview process, as highlighted by the Johns Hopkins Bloomberg School of Public Health.
- The questions should be open-ended so that the interviewee has a chance to broaden their information (Jacob & Furgerson, 2012)
- Simple question is a good way to for the beginning of the interview part Other more difficult ones should be in the later part (Jacob & Furgerson, 2012).
Procedure of data analysis
After collecting from the students, the researcher calculates the result in terms of Mean, Mode as well as Median, and reports them in terms of content of the answer
Interviews with students provide valuable insights into the phenomenon, allowing for a deeper understanding of their perceptions and ideas Each perspective is thoroughly analyzed for clarity, facilitating comparisons and combinations among different viewpoints.
This chapter outlines the methodology employed in the study, detailing the justification for participant selection and the methods used for data collection and analysis The researcher meticulously adhered to these established steps throughout the research process.
FINDINGS AND DISSCUSSIONS
Summary of findings
4.1.1 Background of fast-track second-year students
In the number of 53 participants, 100% of them committed using Facebook but the length of having a Facebook account was ranged from one year and a half to seven years
Table 2: The length of using Facebook, perceived by fast-track sophomores
The data reveals that 36% of participants have been using Facebook for five years, indicating its growing popularity in Vietnam during that period Notably, the rapid adoption of Facebook is evident, with only one student registering for the platform just a year and a half ago.
When being asked about how many hours they spent for Facebook every day:
Figure 8: Time for Facebook, perceived by fast-track sophomores
A recent survey revealed a significant disparity in daily Facebook usage among participants, with 87% spending between 1 to 5 hours on the platform Notably, none of the students reported using Facebook for more than 11 hours a day.
Two students reported spending up to 20 hours a day on Facebook, primarily for social interaction, but also to facilitate academic discussions and complete assignments Consequently, Facebook has become a vital tool in both their social and academic lives, with sophomores generally using the platform at a moderate level.
4.1.2 Research question 1: How is Facebook often used by fast- track sophomores at FELTE, ULIS, VNU?
To find the answer for this question, fast-track sophomores are given a list of activities that they often do when on Facebook
Figure 9: Common activities on Facebook, perceived by fast-track sophomores
As can be seen from the chart, the range of percentage among these given activities is not wide The most outstanding activity perceived by the student is
The initiative to have all students collaborate on Facebook aimed to achieve a 100% participation rate, ensuring the validity and reliability of the subsequent results In contrast, the lowest engagement was observed in online gaming, highlighting that fast-track sophomores, due to their rigorous learning schedule, prioritize academic commitments over entertainment applications.
In a recent survey, Facebook Messenger emerged as the second most popular activity among participants, with 98% engaging in chatting through the platform Following closely were activities such as viewing others' statuses and seeing photos, both at 85%, while watching videos accounted for 70% Additionally, three out of four students reported frequently updating themselves on current events or news while using Facebook.
Moreover, some students added that they often followed posts from groups (Student A, 26 March 2016) or read notes and information about classes (Student B,
26 March 2016) In addition, some used Facebook for social purposes such as keeping in touch with other friends who they rarely met them directly (Student C,
26 March 2016) or connecting with people in the same interest (Student D, 26 March 2016)
Second-year students commonly engage in various activities on Facebook, with relaxation pursuits like shopping and gaming being less favored among fast-track students Their preferences largely revolve around activities that support both informal and formal learning.
4.1.3 Research question 2: To what extent does Facebook influence on group collaboration as reported by fast- track sophomores at FELTE, ULIS, VNU?
After reviewing how Facebook is used by fast-track sophomores, the researcher wanted to investigate the role of Facebook on their collaborative process
Figure 10: Facebook activities on group collaboration, perceived by fast- track sophomores
Activity on Facebook for group collaboration (%)
1 A1 Receive information from group members
2 A2 Share group project information (content, format, division…)
4 A4 Inquire about details of project assignment
5 A5 Set schedule for group meetings
7 A7 Share knowledge and technique problems
8 A8 Contact others with the questions related to group assignment
9 A9 Post information necessary for group projects
A bar chart illustrating students' collaborative activities on Facebook highlights the most common practices for group work The leading activity, with 98% participation, is discussing group assignments, followed closely by sharing project information—such as content, format, and division—at 96% Additionally, 94% of students reported sharing ideas and opinions, while 92% engaged in receiving information from their group members.
Only 62% of students engaged in inquiring about project assignment details, making it the least popular activity In contrast, 87% of students frequently contacted peers with questions related to group assignments and shared essential information for their projects Other activities, although more popular than inquiries, still saw a relatively high participation rate, with 72% of students setting schedules for group meetings and seeking feedback, while 77% shared knowledge and discussed technical issues.
In general, fast-track sophomores closely connected in group work via Facebook, particularly related to content brainstorming activities as sharing ideas and information within group
Coming to deeper investigation, interviewees were required to give further explanation for their choices Some of them shared the same ideas about common activities for group collaboration
Facebook serves as an essential platform for monitoring group work progress and facilitating regular reminders among team members Once each member posts their contributions, we collaboratively review and identify any issues Those with prior research can share valuable resources to aid our efforts Overall, Facebook proves to be the most convenient tool for teamwork, unmatched by any other social networking site.
Some students expressed differing views on the effectiveness of Facebook for academic purposes Interview B noted that individuals struggle to fully articulate their ideas when commenting directly on the platform Similarly, Interview C mentioned that he seldom utilized Facebook for his homework, as it did not suit his needs.
The jury was still out of the matter; therefore, it is realistic to investigate more on two sides of using Facebook for group collaboration
4.1.4 Research question 3: What are the obstacles when using Facebook for group work collaboration as reported by fast- track sophomores at FELTE, ULIS, VNU?
The questionnaire aims to assess participants' agreement with various perceptions using a Likert scale Participants select their opinions, and the researcher analyzes the data by calculating the Mean, Mode, and Standard Deviation (SD) to interpret the statistical results effectively.
Strongly agree Agree Undecided Disagree Strongly disagree
Figure 11: Advantages of using Facebook for group collaboration perceived by students
1 A1 Facebook would help me multitask during group collaboration
2 A2 I would discuss with other members at any time and place with a smartphone
3 A3 I would feel more relaxed when discussing on Facebook
4 A4 Typing would give me time to think of more ideas
5 A5 Facebook Messenger Group would allow more than two people to chat at a time
6 A6 Facebook is popular so almost people use it, which would be convenient for the whole team
A descriptive analysis was conducted to examine the benefits of using Facebook for group collaboration, revealing a mean score range of 1.57 to 2.8 Among the six perceptions assessed, students most strongly agreed with the statement that they would feel more relaxed discussing on Facebook, scoring 2.8 This was closely followed by the perception that typing allows for more time to think of ideas, with a score of 2.77 Conversely, the perception that Facebook's popularity means that almost everyone uses it received the lowest mean ranking.
Mean Mode SD which would be convenient for the whole team (1.57) In fact, choosing a suitable means of discussing is important but not a big obstacle for fast-track sophomores
Most students acknowledge the advantages of using Facebook for group collaboration, highlighting its ability to facilitate multitasking and enable discussions anytime and anywhere via smartphones Facebook Messenger Groups allow multiple participants to chat simultaneously, enhancing communication among group members This suggests that Facebook significantly influences students' collaborative efforts, particularly as its popularity continues to grow.
Analyzing the SD value, which ranged from 0.6 to 1.12, reveals that typing allows for more time to generate ideas and contributes to a more relaxed discussion on Facebook, both achieving the same SD score.
1.12 and 1.09 in turn It means that there is a profound difference in such perception Coming next was Facebook would help me multitask during group collaboration (0.93) and I would discuss with other members at any time and place with a smartphone (0.89) The lowest SD value was for Facebook Messenger Group would allow more than two people to chat at a time (0.6)
To be specific, each perception would be clarified and explained:
Facebook would help me multitask during group collaboration