**7. The teacher's role in digital learning**

**4.** Active learning.

18 Public Management and Administration

applied to his learning.

tion in the learning process?

similar study groups in other courses as well.

achievements on their final test [15].

Another model of interaction analysis was suggested by Hodges [11], who distinguished

• Social interaction refers to a dialog of a friend-like nature: the teacher encourages students to express feelings. Oren [12] found that in these forums, almost no interaction is created. • Cognitive interaction entails investigation into the depth of a topic, linking it to other subjects, raising questions, critiquing and analyzing it. Doron [13] found this kind of interaction in social network forums: the more involved the student, the more active and the more

In general, Biggs and Moore's message to the teacher is: Do not do it, let the students do it.

**2.** Do Facebook groups increase students' motivation for learning and their active participa-

The results of our study show that Facebook plays a constructive role in all four components of the model, including motivation and climate. Facebook groups contribute to students' motivation for learning, especially in a situation where students and teachers have good communications. In addition, Facebook groups contribute to a positive course climate and to students' motivation for their self-development [14]. A pioneering study in which Facebook was presented to graduate students as an alternative learning management system found that students expressed satisfaction with the Facebook-based learning method and a desire to use

Findings of a recent study offer evidence of students' positive attitudes and satisfaction with their learning experience using Facebook groups. Most students agreed that the collaborative work on Facebook was interesting, informative, and effective. Positive attitudes toward learning in the Facebook environment were not, however, associated with students' academic

Today, many students come to class with laptops that provide great accessibility to the Internet at any time. These mobile devices support students' active learning and offer a substitute for traditional study tools. With these devices, students bring with them a personal

**6. The impact of technological tools in Academic Institutions**

between four types of interactions: social, cognitive, procedural, and explanatory.

Based on this model, the following five research questions were formulated:

**1.** Do Facebook groups enhance students' knowledge base?

**3.** Do Facebook groups encourage student-student interactions?

**5.** Do Facebook groups encourage active learning by students?

**4.** Do Facebook groups encourage social and cognitive interactions?

Online courses in general and the role of lecturers in online teaching, in particular, are topics of extensive research in institutions of higher education around the world [17–19]. Teaching and digital learning enable and require changes to traditional teaching methods or looking for new ways to adapt to the transition from the teacher's role in traditional learning and her role in online learning environments. E-learning is different from traditional teaching in several respects, including in the roles of facilitator and students, models of communication, interactions, and learning flexibility [20]. Researchers and educators are introducing new insights into online learning. In their opinion, to ensure that the transition to electronic courses is not merely technological, online instruction must be based on constructivist and cooperative approaches, which go beyond presenting information that is passively absorbed by students.

The usage of constructivist theories as a rationale and a fundamental principle of instruction is adapted to network technology. The goal is to ensure that students in computerized courses will not function as passive learners who receive the material from the lecturer but will become active learners who construct knowledge themselves. Students are therefore expected to seek information, create meaningful connections between different content, and build new knowledge in the field. In the opinion of these researchers and others, the teacher is the most important component in this process to ensure successful e-learning. It is not the technology itself, but the way it is implemented by the teacher that determines the effectiveness of learning.

A review of the professional literature [21] in the field reveals the following key characteristics expected of the teacher-facilitator in digital learning environments:


• Awareness and consideration of students' individual learning needs. Students differ in their needs, learning styles, and quality preferences. Therefore, high-quality e-learning must also be directed at each student's individual needs. It is no longer possible to be satisfied with a general model for everyone, but rather the teacher must provide individualized learning services that support each student's subjective preference profile.

organizing the lesson, and creating a positive classroom atmosphere. Outstanding teaching has a unique and personal aspect: outstanding teachers are like artists who know how to help their students grow and develop with great skill. Good teaching involves a number of factors

Facebook Tools and Digital Learning Achievements http://dx.doi.org/10.5772/intechopen.77189 21

In digital teaching, we find similar principles. Students express satisfaction with two main aspects of the digital means at their disposal: the cognitive dimension, which includes organization, clarity, interest, and challenge, and the emotional dimension, which represents atmosphere, student encouragement, and positive classroom interactions. The research hypothesis is that there will be a positive correlation between achievements and satisfaction of students

The sample included 150 students studying at Ariel University of Samaria, between age 20

We developed an online questionnaire that examines the relationship between participation in an educational Facebook group and students' achievements and satisfactions. The questionnaire examines two main issues: the first is the effectiveness of the group and the student's achievements (cognitive) (e.g., Do collaborative Facebook groups allow students to be involved in all stages of learning in the course?). The second topic examined satisfaction and atmosphere among students (emotional aspect) (e.g., Do Facebook collaborative groups create a positive atmosphere that fosters openness among students and a desire for

Participants were sampled on a voluntary basis and recruited throughout the Ariel University campus. Participants were informed that participation in the study was not mandatory, and they were permitted to terminate their participation at any stage of the study if they felt that their privacy was violated. Participants completed a consent form before receiving a questionnaire, confirming that they were participants of their own free will. The questionnaire was distributed throughout the university at convenient times for participants. A series of demographic questions was followed by a questionnaire on satisfaction with the emotional

that interact with one another and affect student learning effectively [8].

who participate in an educational Facebook group.

and cognitive aspects of their Facebook groups.

Dependent variable: level of achievement and satisfaction.

Independent variable: participation in an educational Facebook group.

**9. Method**

**9.1. Research tools**

learning?).

**9.2. Procedure**

**10. Analysis**

and 30, enrolled in BA programs.

• Creating social learning and encouraging interaction in the course. There is an emphasis on the lecturer's need to improve communication skills with the students in order to create a community of learners. Quick responses to learners' questions increase their confidence and motivation for learning.
