Presented at: International Symposium on Business, Economics & Education 7-8 April, 2021 / ANKARA

1. INFORMAL LEARNING WITHIN THE SCOPE OF
EMERGENCY REMOTE EDUCATION:
EXAMPLE OF FACEBOOK
Dr. Nil GÖKSEL
Anadolu University, Turkey
International Symposium on Business, Economics & Education
7-8 April, 2021 / ANKARA

2. The humanity is going through a rather challenging
practice that has never been experienced before…

3. …and humankind lives in a period when
schools are involuntarily closed,
human life gradually slowed down and
came to a halt due to a pandemic,
but…

4. A globally effective
pandemic can be regarded
as a disaster by nature, and
this disaster can be
interpreted as the end of
some things
as well as a sign of
new beginnings.
(El Maarouf, Belghazi &
El Maarouf, 2020)

5. So let’s look on the bright side…

6. «Distance Education»
is
already
underway.

7. From interactive face-to-face milieus to ERE
A new normalized system of education namely:
Emergency Remote Education (ERE)

8. Emergency Remote Education (ERE):
The pandemic process has shown that distance education is
no longer an option but a necessity
and
most educational institutions around the world have been
affected in various ways by the epidemic.

9. Emergency Remote Education (ERE):
Practices in the pandemic process should not be considered
as planned distance education practices, but
as remote access education in emergency situations
in order for students under lockdown to continue their
education.
(Hodges, Moore, Lockee & Bond, 2020)

10. Worldwide Definitions:
Distance education, eLearning,
online education, and
homeschooling (Bozkurt et al.,
2020), computerized electronic
learning and internet learning,
courses presented through the
internet (Simamora et.al, 2020).
Emergency Remote Education (ERE)

11. Emergency Remote Education (ERE)
The new educational period in which education is
involuntarily interrupted.
(Bozkurt et al., 2020)

12. ERE
as a solution to the challenging period of Covid-19, has
been put into practice with the efforts of educational
institutions
with already existing and or currently digitalized resources.

13. Many institutions seem to have survived the first emergency
phase without any problems.

14. While overcoming problems, educational practices have
been provided via formal e-seminar courses conducted
at a distance as well as revision lessons conducted in
informal social network milieus.

15. Informal learning has also included in ERE
alternative and unplanned methods of delivering
instruction can be given at a distance.

16. In ERE the masses
could be educated,participated,interacted,studied,
and worked at a distance…….

17. …. via virtual communication milieus with flexible content:
"distance education applications" which are accepted as the
most common method of education technologies provide
convenience for participants living in different life
conditions.

18. Informal learning
The technology-enhanced informal learning environment:
«Facebook»
 Being an alternative form for conventional learning;
 Making learning flexible and relevant;
 Being apart from a rigid curriculum;
 Offering a considerable degree of learning autonomy.

22. Facebook may facilitate virtual communication
that flourish active learning:
 visuals
 private/public information
 videos for self and group expressions
 liked/disliked contents
 posted messages
 chats with emoticons
 stickers and emojis.

23.  work collaboratively on a virtual milieus;
 become active participants via shared visuals;
 share various content(s) on walls;
 make personal and group comments;
 have virtual chats for self-expression;
 appeal to online learners and instructors.
(Camus et al., 2016)
On online sites like Facebook, students can:

24.  The online communities are increasing in number day by day.
 Facebook still seems to be a very popular social media tool.
 The widespread use of Facebook makes it appeal to online
learners and instructors.
 Facebook is still actively used as a social networking site among
learners.
 The potential of Facebook in building a sense of community
fosters learners’ interactions and enhances the exchange of
information.

26. The participants in the Facebook group were
Open Education Faculty learners who were learning
English at A1 and A2 levels.
These learners followed live classes, announcements and
messages that are regularly shared on Facebook every week
in parallel with their e-seminar courses.

27. The analysis of the data
uncovered four factors that affect
students’ learning process
positively.

28. • Maintaining interest in English
lesson
✔ Positive effect
✔ Effective learning
✔ Personal support
• Motivation
✔ Teaching style
✔ Self-studying
✔ Reviewing
✔ Effect of the instructor

29. • Activities used within Facebook to support the online learners had positive
results on learners.
• Mainly, the activities used in the group maintained the learners’ interest,
increased confidence enhanced academic achievement, and volition.
• Facebook as a communication tool enhance learners’ motivation.
• Supplementary activity usage is certainly suggested in Facebook learning
groups.
• However, although there are not exact formats for supplementary activity
types to recommend to instructors, instructors can analyze and decide which
activities to use according to the needs of learners.

30. Thank you!
Any comments? Suggestions?
Questions?
Contact Info/ Nil GÖKSEL

31. References:
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, ... & Paskevicius, M. (2020). A global outlook to the interruption of
education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-
126. https://doi.org/10.5281/zenodo.3878572
Camus, M., Hurt, N. E., Larson, L. R., & Prevost, L. (2016). Facebook as an online teaching tool: Effects on student participation,
learning, and overall course performance. College Teaching, 64(2), 84-94.
El Maarouf, M. D., Belghazi, T., & El Maarouf, F. (2020). COVID–19: A Critical Ontology of the present. Educational Philosophy and
Theory, 1-19. https://doi.org/10.1080/00131857.2020.1757426
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online
Learning. https://er.educause.edu/articles/2020/3/the-differencebetween-emergency-remote-teaching-and-online-learning
Simamora, R. M., de Fretes, D., Purba, E. D., & Pasaribu, D. (2020). Practices, Challenges, and Prospects of Online Learning during
Covid-19 Pandemic in Higher Education: Lecturer Perspectives. Studies in Learning and Teaching, 1(3), 185-208.
Ucar, H., & Göksel, N. (2020). Enhancing Online EFL Learners’ Motivation and Engagement through Supplementary Activities on
Facebook. Asian Journal of Distance Education, 15(1), 154-168. http://asianjde.org/ojs/index.php/AsianJDE/article/view/445