Abstract
In this study, the effect of technology supported problem-based learning activities on adults’ self-efficacy perception for research-inquiry was investigated. Furthermore, determining the advantages and limitations of using Facebook in adult education were also investigated. In the study in which a total of 25 adults continuing their graduate studies participated, a qualitative and quantitative mixed method was employed. Problem-based learning activities during the course of curriculum development were supported by Facebook, one of the social networks. Designed with a single group pre-test and post-test design, the study has reached the conclusion that the adults are pleased with the activities. The results from the research revealed that problem-based learning activities supported by Facebook did not significantly affect adults’ self-efficacy perceptions for research-inquiry avoidance and personal development, but that they provided a positive increase in perceptions of self-efficacy for sustaining research. The use of Facebook in adult education facilitates communication, information and resource sharing, access to resources, immediate feedback and correction, and effective use of time for learners. Moreover, Facebook provides an advantage for learners to cooperate with their peers and to participate actively in the learning process. However, besides its advantages, there are certain limitations of using Facebook in the educational environment. Learner’s distance to using technology, problems experienced with internet access or distractions from the Facebook news feed can be stated as the limitations of Facebook.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Achurra, C., & Villardón, L. (2012). Teacher’ self-efficacy and student learning. The European Journal of Social & Behavioural Sciences. Retrieved from: https://doi.org/10.15405/FutureAcademy/ejsbs(2301-2218).2012.2.17.
Akçayır, G. (2017). Why do faculty members use or not use social networking sites for education? Computers in Human Behavior, 71, 378–385.
Argyris, Y. E. A., & Xu, J. D. (2016). Enhancing self-efficacy for career development in Facebook. Computers in Human Behavior, 55, 921–931.
Arseven, A. (2016). Self-efficacy: A concept analysis. International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(19), 63–80.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), wncyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic pPress. (reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998.
Błachnio, A., Przepiorka, A., Bałakier, E., & Boruch, W. (2016). Who discloses the most on Facebook? Computers in Human Behavior, 55, 664–667.
Cerezo, N. (2004). Problem-based learning in the middle school: A research case study of the perceptions of at-risk females. Research in Middle Level Education Online, 27(1), 1–13.
Cervone, D., Artistico, D., & Berry, J. M. (2006). Self-efficacy and adult development. In C. H. Hoare (Ed.), Handbook of adult development and learning (pp. 169–195). Oxford: Oxford University Press.
Çiftçi, S. (2016). The view’s of high school teachers on facebook use: Teacher and student dimensions. Journal of Theory and Practice in Education, 12(1), 286–307.
Dinther, M. V., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6, 95–108.
Erlin, Fitri, T. A., & Susandri. (2015). Using social networks: Facebook usage at the Riau college students. Procedia Computer Science, 59, 559–566.
Gülbahar, Y., Kalelioğlu, F., & Madran, O. (2010). Sosyal ağların eğitim amaçlı kullanımı. İstanbul, Türkiye: XV. Türkiye’de İnternet Konferansı.
Hatısaru, V. (2015). Investigating student growth in problem based learning treatment mathematics classes. Gaziantep University Journal of Social Sciences, 14(2), 459–477.
Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27, 662–676.
Hur, M. H. (2018). Demographic and socioeconomic determinants of self-efficacy: An empirical study of Korean older adults. International Journal of Aging & Human Development, 87(3), 289–308.
Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2010). The effect of mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177–195. https://doi.org/10.1016/j.tsc.2018.04.002.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? Internet and Higher Education, 13, 179–187.
Kalafat, Ö., & Göktaş, Y. (2011). Usage of social networks in higher education: University of gümüşhane, sample of facebook. 5th International Computer & Instructional Technologies Symposium, 22–24 September 2011, Fırat University, ELAZIĞ- TURKEY.
Kirana, W., Muchtar, H., & Sukardjo. (2018). The effect of problem based learning and self efficiency for improving learning outcomes in pshychiatric nursing education. American Journal of Educational Research, 6(8), 1102–1110.
Kirschner, P. A. (2015). Facebook as learning platform: Argumentation superhighway or dead-end street? Computers in Human Behavior, 53, 621–625.
Koç, A., & Ayık, Y. Z. (2017). Social media assisted learning: Effects of using social network on academic success of students in 6th and 7th grade science sciences and English courses. European Journal of Science and Technology, 6(10), 7–19.
Külcü, Ö., & Henkoglu, T. (2014). Privacy in social networks: An analysis of Facebook. International Journal of Information Management, 34, 761–769.
Lorsbach, A. W., & Jinks, J. L. (1999). Self-efficacy theory and learning environment research. Learning Environments Research, 2, 157–167.
Lunenburg, F. C. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International Journal of Management, Business, and Administration, 14(1), 1–6.
Major, T., & Mulvihill, T. M. Dr. (2018). Problem-based learning pedagogies in teacher education: The case of Botswana. Interdisciplinary Journal of Problem-Based Learning, 12(1). Available at: https://doi.org/10.7771/1541-5015.1543.
Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55, 444–453.
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483–491.
Norton, E. M. (2015). Enriching teacher self-efficacy through a support centric evaluation model: A mixed methods study of TEAM's impact on teacher self-efficacy. PhD diss., University of Tennessee, 2015. http://trace.tennessee.edu/utk_graddiss/3597
Nwosu, K. C., & Okoye, R. O. (2014). Students’ self-efficacy and self-rating scores as predictors of their academic achievement. Journal of Educational and Social Research, 4(3), 223–228.
Oscar, I., & OluwaseunBamidele. (2016). Test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti state. International Journal of Humanities and Social Science Invention, 5(11), 40–45.
Ozan, C. E., Korkmaz, Ö., & Karamustafaoğlu, S. (2016). Ortaokul öğrencilerinin araştırma sorgulamaya dönük özyeterlilik algı ölçeği. Türkiye Sosyal Araştırmalar Dergisi, 3, 679–695.
Ozimek, P., Baer, F., & Förster, J. (2017). Materialists on Facebook: The self-regulatory role of social comparisons and the objectification of Facebook friends. Heliyon, 3, e00449. https://doi.org/10.1016/j.heliyon.2017.e00449.
Öztürk, P., & Kert, S. B. (2017). Bir çevrimiçi öğrenme ortamının yetişkinlerin çevrimiçi öz-yeterlik algısı ve akademik başarılarına etkisi. Acta Infologica, 1(1), 39–54.
Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46–58.
Pérez, T., Araiza, M. D. J., & Doerfer, C. (2013). Using Facebook for learning: A case study on the perception of students in higher education. Procedia – Social and Behavioral Sciences, 106, 3259–3267.
Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017). Development of a problem-based learning model via a virtual learning environment. Kasetsart Journal of Social Sciences, 38, 297–306.
Rap, S., & Blonder, R. (2017). Thou shall not try to speak in the Facebook language: Students' perspectives regarding using Facebook for chemistry learning. Computers & Education, 114, 69–78.
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13, 134–140.
Saracaloğlu, A. S., Dinçer, B., & Dedebali, N. C. (2017). Investigation of internet and technology attitudes and computer self-efficacy perceptions of classroom teacher candidates. The Journal of International Social Research, 10(51), 824–832.
Schipper, T., Goei, S. L., Vries, S. D., & Veen, K. V. (2018). Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study. International Journal of Educational Research, 88, 109–120.
Schools, C. C. (2007). Problem based learning. Retrived from: https://www.usma.edu/cfe/Literature/Schools_07.pdf
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208–223.
Scott, J. E. (1996). Self-efficacy: A key to literacy learning. Reading Horizons, 36(3), 195–213.
Seferoğlu, S. S., & Akbıyık, C. (2005). İlköğretim öğretmenlerinin bilgisayara yönelik öz-yeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 19, 89–101.
Sharma, S. K., Joshi, A., & Sharma, H. (2016). A multi-analytical approach to predict the Facebook usage in higher education. Computers in Human Behavior, 55, 340–353.
Sidekli, S., & Avaroğulları, M. (2013). Facebook: Sosyal bilgiler öğretiminde yeni bir yöntem. Cumhuriyet International Journal of Education, 2(2), 145–154.
Sirivedin, P., Soopunyo, W., Srisuantang, S., & Wongsothorn, A. (2018). Effects of Facebook usage on English learning behavior of Thai English teachers. Kasetsart Journal of Social Sciences, xxx, 1–7.
Su, C. C., & Chan, N. K. (2017). Predicting social capital on Facebook: The implications of use intensity, perceived content desirability, and Facebook-enabled communication practices. Computers in Human Behavior, 72, 259–268.
Teke, A., & Özkılıç, R. (2016a). Eğitim amaçlı öz-yeterlik ve internet öz-yeterliği. İçinde, E. Yılmaz, M. Çalışkan & S. A. Sulak (Ed.), Eğitim Bilimlerinden Yansımalar, (ss.173–188). Konya: Çizgi Kitabevi.
Teke, A., & Özkılıç, R. (2016b). Perceived self-efficacy of pre-service teachers in using social networks and the internet for educational purposes. Eğitim Fakültesi Dergisi, 29(2), 303–323.
Toğay, A., Akdur, T. E., Yetişken, İ. C., & Bilici, A. (2013). Eğitim süreçlerinde sosyal ağların kullanımı: Bir MYO deneyimi. Retrived from: https://s3.amazonaws.com/academia.edu.documents/43889090/28Egitim_Sureclerinde_Sosyal_Aglarin_KullanimiBir_MYO_Deneyimi.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1524950984&Signature=rkp6gigv7UfuDxHBsZ746R9B6Nk%3D&response-content-disposition=inline%3B%20filename%3DEgitim_Sureclerinde_Sosyal_Aglarin_Kulla.pdf
Usluel, Y. K., & Demir, Ö., & Çınar, M. (2014). Sosyal ağların kullanım amaçları ölçeği. Retrived from: https://www.researchgate.net/publication/263083553_Sosyal_Aglarin_Kullanim_Amaclari_Olcegi
Vekli, G. S., & Çimer, A. (2017). Effect of problem-based computer-aided material (PBCAM) on development of students’ perceived problem solving skills. Bayburt Eğitim Fakültesi Dergisi, 12(24), 809–830.
Yalçınalp, S., & Türkoğlu, H. (2017). Prospectıve teacher’s views using facebook as learning management system. Milli Eğitim, 213, 15–35.
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2, 75–79.
Yüksel, M., & Olpak, Y. Z. (2014). Using Facebook in education: A case study in accounting education. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 171–186.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Hursen, C. The effect of technology supported problem-based learning approach on adults’ self-efficacy perception for research-inquiry. Educ Inf Technol 24, 1131–1145 (2019). https://doi.org/10.1007/s10639-018-9822-3
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-018-9822-3