Данијела Василијевић

DOI Number
First page
Last page


The paper, in theoretic terms deals with the phenomena of social networks and points out the possibility of their use as a technology innovation in university teaching. The central part of the empiric relations of the paper, them being the main purpose of this research, is the orientation of the students of teacher training faculties in Serbia towards social networks and their use in university teaching. The research was performed in the academic year 2012/13 on an appropriate and stratified sample of 208 students of the first and fourth year of Bachelor Academic studies and students of Master studies of teacher training faculties in Belgrade, Užice and Vranje. Besides the student preference of the use of social networks in education, the variables of the research are the year of studies and their attitude towards the use of social networks in teaching. The data was gathered through the survey and scaling techniques, and processed by the SPSS software package. The instruments used were a questionnaire and the Likert scale. Descriptive method was used to interpret the acquired data. The result of the research shows that the students of teacher training faculties have different opinions towards the use of social networks, and they have different attitudes towards the use of social networks in university teaching. One half of the surveyed students support and advocate this technology innovation, while the other half is against it or has no attitude whatsoever on the matter, which indicates that this phenomenon must be addressed with significantly more attention.


social networks, university teaching, teaching, student orientation, student attitudes.

Full Text:

PDF (Cрпски)


Bandura, A. (1977). Social learning theory. Morristown, NJ: General Learning Press.

Barnes, C. & Tynan, B. (2007). The adventures of Miranda in the brave new world: Learning in a Web2.0 millennium. ALT-J, Research in Learning Technology, 15 (3), 189–200.

Benzie, R. (2007). Facebook banned for Ontario staffers. The Star. Retrieved July 21, 2012 from the World Wide Web

Bonk, C. J. & Cunningham, D.J. (1998). Searching for learner-centred, constructivist and socio-cultural components of collaborative educational learning tools. In C. Bonk & K.S. King (Eds.), Electronic Collaborators (pp. 25–50). Mahwah, NJ: Lawrence Erlbaum.

Boyd, D. (2004). Friendster and publicly articulated social networks. Proceedings of ACM Conference on Human Factors in Computing Systems (pp. 1279–1282). New York: ACM Press.

Brown, J. S. & Duguid, P. (2000). The social life of information. Boston, MA: Harvard Business School Press.

Brown, T. H. (2005). Beyond constructivism: Exploring future learning paradigms. Education Today, 2005 (2).


Brown, T. H. (2006). Beyond constructivism: Navigationism in the knowledge era. On the Horizon, 14(3), 108–120.

Conole, G. & Alevizou, P. (2010). A literature review of the use of web 2.0 tools in higher education. Walton Hall, Milton Keynes, UK: Higher Education Academy.

Crook, C. (1996). Computers and the collaborative experience of learning. London: Routledge.

Crook, C. (2008): Theories of formal and informal learning in the world of web 2.0. In: S. Livingstone (Ed.), Theorizing the benefits of new technology for youth (pp. 30–38). Oxford: Oxford University Press.

Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friendsˮ: Social capital and college students' use of online social network sites. Journal of Computer-Mediated Communication. 12 (4), 1143–1168.

Gouseti, A. (2010). Web 2.0 and education. Learning, Media and Technology, 35 (3), 351–356. doi:10.1080/17439884.2010.509353

Hargittai. E. (2008). Whose space? Journal of Computer-Mediated Communication, 13 (1), 276–297.

Hase, S. & Kenyon C. (2000). From Andragogy to Heutagogy. UltiBase Articles , 5 (3). Retrieved from

Hendry, G..D. (1996). Constructivism and educational practice. Australian Journal of Education, 40 (1), 19–45.

Herrington, J., Oliver, R. & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71.

Hewitt, A. & Forte, A. (2006). Crossing boundaries: Identity management and student/faculty relationships on the Facebook. Poster presented at CSCW, Banff, Alberta.

Jones, S., Johnson-Yale, C., Millermaier, S., & Seoane Perez, F. (2009). US college students’ internet use. Journal of Computer-Mediated Communication, 14 (2), 244–64. doi: 10.1111/j.1083-6101.2009.01439.x

Laurillard, D. (2002) Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

Lee, M. J. W. (2005). New tools for online collaboration: Blogs, wikis, RSS and podcasting. Training and Development in Australia, 32(5), 17–20.

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebookˮ: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56 (1), 1–17. doi: 10.1080/03634520601009710

Министарство, просвете и науке Републике Србије (Republic of Serbia’s Ministry of Education and Sience). (2012). Стратегија развоја образовања у Србији до 2020. године (Strategies of Education Development in Serbia up to 2020), "Службени гласник РС", број 107/2012), (Official Gazette, Issue 107/2012). Београд. Retrieved from

Moskaliuk, J. Kimmerle, J., & Cress, U. (2009). Wiki-supported learning and knowledge building. Journal of Computer Assisted Learning, 25 (6), 549–561.

Phillips, D.C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5–12.

Правительство Российской Федерации (The Government of the Russian Federation). (2011). Стратегия инновационного развития Российской Федерации на период до 2020 года (The strategy of innovative development of the Russian Federation for the period up to 2020), (publication № 2227-р). Москва. Retrieved from

Правительство Российской Федерации (The Government of the Russian Federation). (2009). Программа создания и развития федерального государственного образовательного учреждения высшего профессионального образования, Национальный исследовательский технологический университет "МИСиС" на 2009 - 2017 годы (The program is the creation and development of the federal state Institution of Higher Professional Education "National Research Technological University" MISA "on 2009 - 2017 years). (publication № 1073-р). Москва. Retrieved from

Reeves, T.C., Herrington, J. & Oliver, R. (2002). Authentic activities and online learning. In: Goody, J. Herrington & M. Northcote (Eds.), Quality conversations: Research and Development in Higher Education (562-567). Jamison, ACT: HERDSA.

Rogers, P.C., Liddle, S.W., Chan, P., Doxey, A. & Isom, B. (2007). Web 2.0 learning platform: Harnessing collective intelligence. Turkish Online Journal of Distance Education, 8 (3), 16–33.

Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook’. Learning, Media and Technology, 34 (2), 157–174. doi: 10.1080/17439880902923622

Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal of Instructional Technology and Distance Learning, 2, 3–10.

Tangney, B., FitzGibbon, A., Savage, T., Mehan, S. & Holmes, B. (2001). Communal constructivism: Students constructing learning for as well as with others. In Crawford, C. et al. (Ed.), Proceedings of Society for Information Technology and Teacher Education International Conference 2001 (3114–3119). Chesapeake, VA: AACE.

Tapscott, D., & Williams, A. (Eds.). (2007). Wikinomics. New York: Atlantic.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Влаховић, Б. (2012). Образовање у друштву умрежене културе (Education in society networked culture). Београд: Српска академија образовања.

Wenger, E. (1998). Communities of practice. Cambridge, England: Cambridge University Press.



  • There are currently no refbacks.

© University of Niš, Serbia
Creative Commons licence CC BY-NC-ND
Print ISSN: 0353-7919
Online ISSN: 1820-7804