School of Pharmacy, Northeastern University, Boston, MA 02115, USA.
Am J Pharm Educ. 2012 Mar 12;76(2):32. doi: 10.5688/ajpe76232.
To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise.
A Facebook page was created and coordinators encouraged students to "like" the page and to post and view study tips, links, or questions. At the end of the course, students' use and perceptions were evaluated using an anonymous survey tool.
At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall posts, and 1,326 visits. One hundred nineteen students (97% of the class) completed the survey tool. Twenty-six percent of students contributed posts compared to 11% who posted on the course discussion board on Blackboard. Students were more likely to post and be exposed to posts on Facebook than on Blackboard. Students found Facebook helpful and 57% said they would miss Facebook if use was not continued in subsequent courses.
Students in a Comprehensive Disease Management course found the addition of a Facebook page a valuable study tool and thought most posts added to their learning.
利用 Facebook 促进综合疾病管理课程内容的在线讨论，并评估学生对这一练习的使用情况和看法。
创建了一个 Facebook 页面，协调员鼓励学生“点赞”该页面，并发布和查看学习技巧、链接或问题。在课程结束时，使用匿名调查工具评估学生的使用情况和看法。
第 1 周结束时，有 81 名关注者、5 个帖子和 474 次访问课程的 Facebook 页面。在使用高峰期，该页面有 117 名关注者、18 个帖子和 1326 次访问。119 名学生（全班 97%）完成了调查工具。26%的学生发布了帖子，而在 Blackboard 上的课程讨论板上发布帖子的学生比例为 11%。学生在 Facebook 上发布和查看帖子的可能性比在 Blackboard 上更大。学生认为 Facebook 对他们的学习很有帮助，57%的学生表示如果在后续课程中不再使用 Facebook，他们会错过 Facebook。
综合疾病管理课程的学生发现添加 Facebook 页面是一种有价值的学习工具，他们认为大多数帖子都有助于他们的学习。
