sfer the informality (texting abbreviations, for example) they use with their peer groups to the class Facebook page. Whilst the class Facebook page is an informal learning space, it is utilized within a formal learning environment, i.e. the course. It is therefore useful to have the option of maintaining complete control over what is posted at least until students understand what is acceptable. This also enables the instructor to prevent potential problems that students may initiate in posts with extreme political, social or religious bias.
When setting up a class Facebook pages, it is also a good idea to think about a name that is descriptive and memorable. We opted for the names @ Biz Comm (ES2002) and Blackstone’s World Without Walls (ES2007S). We also included course codes in brackets to ensure students found the correct course page when they initially looked for it in a Facebook search. This naming process is part of the “branding” of the page. The name an instructor chooses and the accompanying image representing a course Facebook page shape how students will perceive the class page. This in turn might influence how they (and the instructor) will interact on it.
Another benefit of using Facebook pages is that user statistics are available so the instructor can see which topics, links or posts are popular, what has been viewed the most, “liked” the most and so on. This can be helpful for pedagogic decision-making; for example, a video clip posted on the Facebook page that has been “liked” many times can be a catalyst for classroom discussions, and a highly relevant article might be included in a future course reading list.
Suggested uses for a course Facebook page
The success of the course Facebook page very much depends on how educators manage it and what sorts of assignments are given. It is important to both encourage student participation and to ensure that student posts are focused on acceptable topics. The authors found this a relatively straightforward process to facilitate, and believe that the reason for this is that we were both “present” and “engaged” with our students on the course Facebook page. It seems obvious, but unless an instructor participates by giving clear instructions and regularly commenting on posts that are made by students, she or he will not be part of the learning process and will therefore be unable to encourage and influence student participation.
Instructors can show they are engaged in students’ Facebook learning by simply “liking” a link shared by a student, writing an encouraging comment in reply to a post or referring in class to an interesting discussion that has occurred on the page. These acts are the modern-day equivalent of “ticking” a well-reasoned argument in a written essay or writing “well thought out rationale” at the end of a paragraph in a business report assignment. They demonstrate to the students that the class tutor is “present” and interested in what is happening online, and that he/she values their contributions. This kind of reassurance is especially important for less confident learners when they are using social media in this way for the first time. Many students need models of appropriate use before they begin to participate.
To sum up possible uses, instructors should make their purpose for utilizing a course Facebook page clear from the start and convey this via specific directions. They should also upload links and make posts and comments that provide good models for the students. However, they must be careful not to dominate the platform, giving students ample time and space to contribute.
The use of Facebook in ES2002
For the purpose of Business Communication (ES2002), it was decided that the class page would be used primarily for sharing resources and encouraging student interaction. The “About” section of the page profile reads,
“@ Biz Comm is a place to share ideas. Feel free to upload articles, links and videos you find relevant and interesting”
In class, it was explained that anything that was shared should be accompanied by a short comment about 