Use of Facebook in Support of Collaborative Learning to Enhance Learning Outcomes in ‘R’ Government College, Bangladesh

In different research studies, the benefits and limitations of the Collaborative learning strategy has been examined for long years, and thereby it has drawn sufficient interest of educational policy makers. The present study on the topic of “Use of Facebook in Support of Collaborative Learning†would add at least a little value on the burning issue which attempted to investigate the influences and benefits of diversified social media tools, particularly Facebook, for making collaborative learning effective and beneficial for achieving students’ enhanced learning outcomes. This research study aimed to point out the vital factors that mostly have influence on the fruitfulness of collaborative learning. Thus, it addressed the paramount collaborating practices together with hurdles and challenges of these practices. Consequently, the study progressed on identifying the influential factors of Facebook in this connection. Perceptions of teachers as well as students at a Bangladeshi government college was the basis of the investigations of this study. The nature of the study was qualitative. The study used the research methods of individual semi-structured interview for deriving teachers’ perceptions and FGD for revealing students’ views regarding the research questions. Facebook use was perceived to yield significant influences on the proper organization of collaborative learning. Facebook use was found to uplift the effectiveness and benefits of collaborative learning. At the same time, it was found to reduce the disruptions and overcome the challenges of practicing this learning approach. Teachers perceived that Facebook could yield influences on their instructional practices and teaching experiences, and on students’ learning experiences as well. Students also perceived that Facebook could be a highly supportive tool for collaborative learning by intensifying interaction level and patterns with their teachers and peers. They pointed out that Facebook use assisted to build their inherent aptitudes such as verbal presentation and communication skill, time management adroitness, computer literacy and familiarity with technology, reflective thinking and writing skill, social adaptability adeptness, etc. Hence, this research study would build the consciousness about Facebook’s beneficial influences in collaborative learning and recommend the pathways by which Facebook can enhance students’ learning outcomes in Bangladeshi colleges. Furthermore, by pointing out some vital findings about Facebook use as an adept tool of collaborative learning support, the study provided guidelines for future notable reforms of national education policy regarding technology incorporation in learning and the adoption of ‘social constructivist’ learning approaches.