Peer tutoring on Facebook to engage students with flipped classes: A correlational experiment on learning outcomes

Abstract

This paper aims to demonstrate the potentials of using Facebook to improve the students’ engagements with the flipped learning materials through implementation of socially enabled peer learning. The article looks at comparing the correlations between the learning outcomes with online quizzes as well as with the Facebook engagement of students. The findings show that although the learning outcomes are correlated with the both of these two interventions, the students’ engagement on Facebook has a stronger correlation with the learning outcomes in the flipped classes. The study also reports the lessons learned in deploying Facebook groups to implement peer learning in flipped classes. The results have been discussed in the lens of Theory of Peer Learning and the future avenues of research have been suggested. This study also motivates teaching practitioners in Information Systems to improve flipped learning by the use of social networking sites in their courses.