**5. The learning process model**

and serve as substitutes for traditional classmates, creating a personal learning environment in the classroom and outside. The use of laptops allows students to be connected to learning resources even when they are not at the university, creating a learning continuum independent of time or place. In other words, even at home, students can continue learning continuously. The contribution of online instruction is reflected not only in the effective learning of students but also provides faculty with a rich and knowledgeable approach to the transfer of lesson content [1, 2]. It has been shown that lecturers who refer students to real and relevant information during class produce interesting and diverse learning experiences for their stu-

The use of technological tools during class has positive effects, both on the quality of learning and on students' motivation for learning. However, despite many advantages that technological tools produce, there are also negative effects on students, such as distraction caused by surfing websites that are not related to the lesson, checking and sending e-mail, social

Facebook was created in February 2004 by Mark Zuckerberg at Harvard University. The network was initially limited to students and later became a global phenomenon, accessible by anyone with an e-mail address. Facebook has become one of the seven most popular sites in

Facebook is also one of the most popular social networks in in Israel. According to a ComScore survey, penetration of Facebook among Internet users aged 15 and over is 89.8%. This is the second highest penetration rate in the world, after the Philippines. Israel is leading in dura-

With the emergence of Facebook groups that do not require members to be "friends" or expose their lives to one another, the option of creating a "study group" with students and lecturers is on the rise, and the effects of using Facebook groups as an alternative learning

Any Facebook user can set up a Facebook group. After the group is established, the group founder can invite other Facebook users to register for the group. Groups can choose to restrict membership to specific individuals or open the group for access by anyone. Unlike other Facebook activity, a closed learning group does not appear in any user's activity records

dents [3].

**3. Facebook**

**2. Problem statement**

16 Public Management and Administration

networking, and playing attractive games [4, 5].

the United States, with users around the world [6].

tion of use, reaching about 10.5 h a month per user (Comscore.com).

**4. Facebook and its applications at Ariel University**

management system (LMS) has become increasingly relevant.

and is published only among the members of the group [3].

The penetration of social networks into everyday life has attracted the interest of many organizations and researchers to explore the influence of social networks on teaching and learning and has triggered efforts to use social networks for teaching and learning purposes. According to a learning process model developed by Biggs and Moore [10], the learning process contains four key components that influence learning outputs:


#### **4.** Active learning.

Another model of interaction analysis was suggested by Hodges [11], who distinguished between four types of interactions: social, cognitive, procedural, and explanatory.

learning environment to the classroom and outside. The contribution of online instruction is reflected not only in effective student learning but also enables the faculty to have a knowledgeable approach to the transfer of lesson content [1, 16, 5, 2]. It can be seen that lecturers who refer students to real and relevant information during the lesson produce interesting and

Facebook Tools and Digital Learning Achievements http://dx.doi.org/10.5772/intechopen.77189 19

Technological tools in and outside class lessons have positive effects, both on the quality of learning and on students' motivation for learning, but there are also negative effects on learners, such as distractions caused by browsing websites that are not related to the topic, and

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

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 effective-

A review of the professional literature [21] in the field reveals the following key characteristics

• Conducting a dialog that includes three features: academic interaction, interaction of cooperation, and interpersonal interaction. The mentor-facilitator's management influences

• Active construction of knowledge, when the role of the teacher changes from the transfer of knowledge to mentor, counselor, and colleague who accompanies and directs the student, assists her, and enables her to construct knowledge. For this purpose, students need active

expected of the teacher-facilitator in digital learning environments:

guidance from the teacher rather than passive guidance.

broad learning experiences for their students [3].

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

engagement in social networking [4, 5].

by students.

ness of learning.

these interactions.


In general, Biggs and Moore's message to the teacher is: Do not do it, let the students do it. Based on this model, the following five research questions were formulated:


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 similar study groups in other courses as well.

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 achievements on their final test [15].
