Online Learning Community: University English Teachers' Engagement in Using Facebook Page
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| Title: | Online Learning Community: University English Teachers' Engagement in Using Facebook Page |
|---|---|
| Language: | English |
| Authors: | Raj Kumar Sharma (ORCID |
| Source: | International Journal of Technology in Education and Science. 2026 10(2):328-343. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Communities of Practice, College Faculty, Language Teachers, English (Second Language), Social Media, Knowledge Level, Teacher Attitudes, Barriers, Teacher Collaboration, Foreign Countries, Teacher Participation, Value Judgment |
| Geographic Terms: | Nepal |
| ISSN: | 2651-5369 |
| Abstract: | In addition to providing a wide range of information, Facebook has also been used as a significant learning platform in various educational contexts. This article examines the experiences of University English Teachers (UETs) in Nepal who engaged in a Facebook page as an Online Learning Community (OLC). A four-week intervention was conducted among 19 UETs, who shared professional development content and related activities on the page. Qualitative data were collected through online semistructured interviews with 11 UETs and were analyzed thematically based on interpretative phenomenological analysis. The findings revealed that teachers initially had limited awareness of the concept of OLC; they gradually identified it as a valuable space for sharing experiences, solving professional challenges, and developing collaborative skills. Their engagement increased on the page through activities such as following shared content, commenting, and uploading their learning materials. UETs shared mixed experiences on the Facebook page's effectiveness for academic discussion and professional development. Moreover, they also expressed challenges related to technical devices and skills for active engagement in the OLC. The study suggests that professional online social communities can enhance English teachers' professional knowledge and collaborative skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506262 |
| Database: | ERIC |
| Abstract: | In addition to providing a wide range of information, Facebook has also been used as a significant learning platform in various educational contexts. This article examines the experiences of University English Teachers (UETs) in Nepal who engaged in a Facebook page as an Online Learning Community (OLC). A four-week intervention was conducted among 19 UETs, who shared professional development content and related activities on the page. Qualitative data were collected through online semistructured interviews with 11 UETs and were analyzed thematically based on interpretative phenomenological analysis. The findings revealed that teachers initially had limited awareness of the concept of OLC; they gradually identified it as a valuable space for sharing experiences, solving professional challenges, and developing collaborative skills. Their engagement increased on the page through activities such as following shared content, commenting, and uploading their learning materials. UETs shared mixed experiences on the Facebook page's effectiveness for academic discussion and professional development. Moreover, they also expressed challenges related to technical devices and skills for active engagement in the OLC. The study suggests that professional online social communities can enhance English teachers' professional knowledge and collaborative skills. |
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| ISSN: | 2651-5369 |
