Communication Function of Social Networks in Media Education: The Case of Georgia

Abstract

Technology has a significant role in today's educational process, especially online Social Networks which facilitate communication between professors and students. This current study seeks to analyze the role of Facebook closed groups that are created specifically for educational purposes, as well as the impact they have on developing competency-based education (communication skills in particular) and to answer questions such as: what are the educational benefits of teaching methods adapted for digital audiences and how a digital audience develops in terms of competency-based education. The study was conducted in Georgia, which is a Post-Soviet Republic undergoing rapid democratic development while having the best indicators in terms of the South Caucasus Media Sustainability Index (IREX, 2016). According to a Freedom House country report (Cecire, 2016), the country's scope of democracy is 4.61 (with a transitional government and hybrid regime). Journalism and mass communication teaching courses at Ivane Javakhishvili Tbilisi State University were focus points for our research observation. The study has confirmed that by using new technologies with physical and cyber audiences (by implementing online social networking tools) it is possible to develop various competencies and to successfully achieve learning goals. Utilizing new technologies in the teaching process is also very effective for enhancing communication skills. Furthermore, an open platform based on online Social Networks (even through closed groups) can stimulate the democratization of the educational system in young democracies, such as Georgiain general. Students and professors express themselves more naturally in such an open platform-closed groups (which might seem more appropriate for societies in transitions).

Full text

Athens Journal of Mass Media and Communications
July 2017
195
Communication Function of Social Networks in
Media Education: The Case of Georgia
By Mariam Gersamia

Maia Toradze†
Technology has a significant role in today’s educational process, especially online Social Networks
which facilitate communication between professors and students. This current study seeks to
analyze the role of Facebook closed groups that are created specifically for educational purposes,
as well as the impact they have on developing competency-based education (communication skills
in particular) and to answer questions such as: what are the educational benefits of teaching
methods adapted for digital audiences and how a digital audience develops in terms of competency-
based education. The study was conducted in Georgia, which is a Post-Soviet Republic undergoing
rapid democratic development while having the best indicators in terms of the South Caucasus
Media Sustainability Index (IREX, 2016). According to a Freedom House country report (Cecire,
2016), the country’s scope of democracy is 4.61 (with a transitional government and hybrid
regime). Journalism and mass communication teaching courses at Ivane Javakhishvili Tbilisi State
University were focus points for our research observation. The study has confirmed that by using
new technologies with physical and cyber audiences (by implementing online social networking
tools) it is possible to develop various competencies and to successfully achieve learning goals.
Utilizing new technologies in the teaching process is also very effective for enhancing
communication skills. Furthermore, an open platform based on online Social Networks (even
through closed groups) can stimulate the democratization of the educational system in young
democracies, such as Georgiain general. Students and professors express themselves more
naturally in such an open platform - closed groups (which might seem more appropriate for
societies in transitions).
Keywords: communication skills, Facebook, Georgia, journalism education, social networks.
Introduction and Literature Review
Because of Social Networks’ (SN) growing popularity in Georgia, from
the beginning of the fall academic term of 2012 to the present term 2016,
professors usually suggest that graduate and undergraduate students create
closed groups for specific teaching courses in journalism and mass
communication on Facebook. At that time (2012) our empirical observation,
now backed by research, was optimistic and indicated that students might
become more involved in the learning process, monitor online Q&A about
course updates and receive feedback from professors on a regular basis. It
should be noted that joining these groups is voluntary and should be used only
as a supplemental learning tool (in addition to an e-learning platform). Up to
now, some of the closed groups on Facebook have had self-regulatory norms
for closed groups e.g. (no hate speech, trolling, posts not related to group
purposes, restriction of adding friends not taking the course, etc.).
 Professor, Ivane Javakhishvili Tbilisi State University (TSU), Georgia.
† Associate Professor, Ivane Javakhishvili Tbilisi State University (TSU), Georgia.

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According to a report about "Global Internet Access," the number of
internet users is increasing rapidly and about 3.2 billion people were online at
the end of 2015 (State of Connectivity, 2016). Two mail reasons could explain
this rise of internet usage: an easier access to networks and a rise in global
incomes. Based on State of Connectivity reportʼs (2016), internet users have
increased by approximately 300 million people per year, over the past decade.
According to the survey conducted for Transparency International (TI) -
Georgia, internet users were at 35% in 2015. In 2016 that number increased to
40%. According to this research about 40% of Georgian adults use the social
media on a regular basis. In term of popularity, Facebook is by far the most
popular Social Network in Georgia - with 79% of the average Internet users
accessing it at least once a week (The Caucasus Research Resource Centers,
2015). According to the survey conducted by the International Republican
Institute (IRI) the most popular Social Network in Georgia is Facebook (71% of
internet users most often use Facebook) (International Republican Institute., n.d.).
By January 2015, there were 1,500,000 potential Facebook advert-viewers
(Facebook users) in Georgia and the most Georgian young people are on
Facebook (Pearce, 2015). 31.65% of them are over 14 years old. Among the
female population, 94.54% are 18-24 years old and 79.63% are men, the
research shows. According to this data, we can suggest that students make up
the majority of Facebook users. Based on studies conducted by Georgian
researchers, in academia, 46.4% of research workers use the Internet for
academic and educational purposes (Tsuladze et al., 2013, p. 137).
It is worth mentioning that before Facebook, educational closed groups in
Tbilisi State University functioned within another online platform "Moodle: e-
learning" which was created for educational purposes only. At present, Facebook
is operating as a tool in learning management systems and is even mentioned in
syllabi. Dali Osepashvili suggests that several courses in journalism and mass
communication (J&MC) programs at TSU operating on the LMS (Moodle
platform) were prepared based on blogs and Facebook groups. The scholar
highlights that Facebook groups are more popular among students than the
Moodle platform (Osepashvili, 2013, p. 29). We suggest that the main advantage
Social Networks have in the learning process compared to LMS is based on the
fact that Facebook, for example is multifunctional and students visit FB for
entertainment and social-interaction aside from educational purposes.
Focusing on improving competence-based education that incorporates Social
Network tools has become a researchable topic in academia. The development of
communication skills is one of the basic competencies for students of all
educational levels of Higher Education. In the document, titled Dublin Descriptors
(National Framework of Qualifications, n.d.) communication skills are highlighted
as one of the learning outcomes. We can find the indicators of these learning
outcomes in the accreditation standards, as well (National Center for Educational
Quality Enhancement, n.d.). Description of the journalism programs specify that
after completing the academic courses; students are able to communicate with
relevant sources, focus on an audience, use information technologies to
communicate on a professional level, use multimedia techniques, work in a team,

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etc. Ventura, and Quero (2013, p. 1033) observed that "The European Higher
Education Area (EHEA) has resulted in new study plans orientated towards the
acquisition of a set of skills by students." Authors mention that educators should
take into consideration more current technologies to shape the teaching-learning
process. Naturally, Freshmen Students are familiar with Social Networks.
Therefore, incorporating this platform into the learning process is a smooth
transition. Findings of Nicki Dabner’s (2012) study support and mention Lampe,
Ellison, and Steinfieldʼs (2008) suggestion that students are positive to the
Facebook and that it has been done a necessity in their everyday life.
In Malaga University (Spain), Rafael Ventura and Mariam Jose Quero
(2013) have conducted research about the role of Social Networks and
specifically Facebook, in the teaching process. It is mentioned in their study
that Facebook gives teachers an opportunity to have two-way or multi-channel
communication with students, and students can take an active role in this
process. Authors equate this experience gained in digital classrooms to
improved levels of competences (Ventura, and Quero, 2013). According to
Falahah and Rosmala (2012) Social Networks (specifically Facebook) are
platforms for academic activity and serve to more efficiently disseminate/share
information between students and teachers. They also acknowledge the
potential for some minor negative factors such as distraction from the learning
process due to its inherent nature – to entertain (Falahah, and Rosmala, 2012).
Moreover, other authors state that social networks became more efficient by
offering and supporting educational functions (Tadeu, and Lucas, 2013).
Olga Ortega (2013, p. 1668) analyses the impact of using Social Networks
in team building within a group and concludes that "students who used Social
Media tools participated 11 times more in the discussion and obtained better
learning outcomes than those who did not ... Social Media technology is a
fairly recent tool that offers new educational possibilities, many of them are
still to be discovered, but it also generates new perils."
In their study, Paul Amador and Julie Amador (2014) point out the role of
Social Networks in the Academic advising process/purposes. This is expressed in
different ways and needs. For example, students message their advisors, write on
their walls and read their posts. Current studies examine the students’ usage of
Facebook for academic purposes. According to a case study by Huseyin Bicen,
and Nadire Cavus (2011) students establish lines of communications by spending
a significant amount of their time using Facebook. As for communication skills
and competencies, the study has revealed that students improve their
communication skills by activities on Facebook (Bicen, and Cavus, 2011). While
discussing the involvement of the students in SN and the effect on Academic life,
the authors highlight that "Future studies should concentrate on integrating
Facebook into education and teaching, which is important for students’ everyday
working lives" (Bicen, and Cavus, 2011, p. 946).
According to Olga Delgado Ortega (2013), the use of Facebook helped to
improve learning achievements and has a positive impact on teambuilding
processes. According to the study, Social Networking Usage in a Higher
Education Environment by Falahah and Dewi Rosmala, some Universities limit

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access to Social Networks, but the study has revealed the positive aspects of SN
usage. As authors conclude from the results, educators should find effective ways
of using Social Networks in Higher Education (Falahah, and Rosmala, 2012).
Research Questions and Hypothesis
Upon the completion of the literature review, the research questions and
hypothesis revealed themselves. By answering the following research questions
and hypothesis we might find out what the communication function of Social
Networking and its role in the development of competence based education are.
Research questions and hypothesis are as follows:
RQ1: What are the educational benefits of teaching methods adapted to
digital audiences (particularly in Facebook closed groups)?
RQ2: Does teaching to digital audiences develop competency-based
education, communication skills in particular?
RQ3: How are the roles between students and professors in educational
closed groups distributed?
H1: Students and Lecturers positively evaluate using Social Networks in the
learning process.
Methodology
Research Phases
After formulating the research questions and hypothesis, the methodological
approach was selected. In particular, we have combined the quantitative (analytical
or explanatory survey) and qualitative (observation) for statistical and text analysis
to see the larger frame of the results.
The comparative analysis was conducted in two research periods from 2013-
14 and 2015-16 academic years. The survey instrument (a questionnaire) for
qualitative research was created and tested in 2013. The research sample was
selected for the 2013-14 academic year and then, for comparison in 2015-16. Data
collection by personal and telephone interviews with students and professors was
conducted in the 2013-14 and 2015-16 academic years. In the next research phase,
the online observation of Facebook "closed groups" was conducted (period: 2013-
14 and 2015-16). The data was analyzed, interpreted and integrated for results.
Research Tools
Because most methods have their limitations, we used mixed methods and
strategies by triangulating data sources. In this regard, we used concurrent
mixed methods; we collected data and then integrated it into the interpretation
of the results.

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After testing the survey instrument open-ended, close-ended and checklist
questions were specified. Following the samples election, individual interviews
with students and telephone interviews with professors and lecturers were
conducted.
Analyzing their answers made it possible to map the patterns in the digital
educational process, which reflected the individual/group perception of Facebook
function in improving communication skills.
As to the quantitative approach, we used a survey analysis to get information
about certain groups. As qualitative researchers are using Facebook as a source of
data (Wimmer and Dominick, 2014, p. 151), we used Netnography, a new
qualitative research method that studies communities linked together via
computer-mediated communication (Kozinets, 2002). In the online world of
Facebook, "observation usually means viewing text and images on a computer
screen" (Wimmer, Dominick, 2014, p. 135) and the advantage of online qualitative
research was that "the online behavior of large groups (for example Facebook
users) can be observed" (Wimmer, Dominick, 2014, p. 127). We used a participant
observation and got involved in the group to observe the online behavior of people
and reveal the communication patterns of the closed groups. Observation of closed
groups was useful for the quantitative survey as well, because observations of the
shared information within the closed groups between the professors and students
helped to formulate questions for interviews, and then validated the results by the
actual experience itself. From this point of view, we focused on analyzing why
Georgian professors and students prefer Facebook closed groups as an educational
platform for communication.
Observation of the group and the individual differ from each other, but is an
integral part of the closed group’s picture. This observation of online activities
revealed the process in its entirety (by observing discussions, context and content,
time, topics, etc.) which was not detectable by participants themselves in the
interviews, ultimately being confirmed during telephone interviews.
We have split the Facebook groups for observation in to two categories: 1)
a researcher was an observer and did not participate as a lecturer; 2) a lecturer
was participating and not observing. In this way, all selected (N=25) groups
were observed and/or participated in by one researcher. To obtain information
from other Facebook groups, telephone interviews with participant lecturers
were conducted and some additional questions were focused on what lecturers
benefit from by utilizing "closed groups" (Q: In your opinion for what purposes
do other lecturers use Social Networks in the teaching process?)
Research Sample
We have selected students and professors/lecturers from the journalism and
mass communication department (almost all lecturers of mandatory and electives
courses focused on media education) at Ivane Javakhishvili Tbilisi State
University. All the lecturers of the core courses (N=22) involved in the above-
mentioned programs were asked to answer the questions. In total, 65 students and
22 Lecturers (from journalism and mass communication graduate and

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undergraduate levels) were interviewed in 2013-14 and then the same number in
2015-16 academic years. Participant observations were made on some closed
groups we had access to (N=25). The sampling of students was taken from the
same classes which was the "closed groups." Descriptive data of the sample:
 Lecturers interviewed in 2013-14: Gender: Female 77%, Male 23%;
Age: under 35 27%; 36-45 years old 36%; 46-55 years old 32%; 56-65
years old 5%; Academic Degree: Doctor 68%; Master 32%.
 Lecturers interviewed in 2015-16: Gender: Female 77%, Male 23%;
Age: under 35 23%; 36-45years old 45%; 46-55 years old 23%; 56-65
years old 9%; Academic Degree: Doctor 77 %; Master 23%.
 Students interviewed in 2013-14: Gender: Female 66%, Male 29%,
refused to answer 5%; Age: 17-21 years old 58%, 22 years old and
above 34%, refused to answer 8%; Level of education: Undergraduate
67%, Graduate students 20%, refused to answer 13%.
 Students interviewed in 2015-16: Gender: Female 89%, Male 11%;
Age: 17-21 years old 58%, 22 years old and above 42%; Level of
education: Undergraduate 74%, Graduate 26%.
Data Analysis
In 2013-2014: All lecturers involved in the journalism and mass
communication programs use social networks actively for teaching purposes
(92%: daily or at least once a week) all respondents use Facebook for teaching
purposes, 64% use YouTube as well. In 2013-2014: all 65 students use Social
Networks. 97% of respondents use SN in the learning process.
To the question: "Are Social Networks helpful for you in the learning
process?" most students find them "very helpful" or "helpful" in the
educational process (Table 1). All the lecturers responded similarly - Social
Networks are "very helpful" or "helpful" in the teaching process (Table 2).
Table 1. Studentsʼ Responses on Usefulness of Social Networks in the
Learning Process
Comparative data
2013-2014 (%)
2015-2016 (%)
Very helpful
51
48
Helpful
37
40
More helpful than not
8
12
More not helpful than Yes
3
0
Not helpful at all
0
0
Do not know
0
0
Refuse to answer
1
0
Total
100 % (N=65)
(N=65)

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Table 2. Lecturers’ Responses on Usefulness of Social Networks in the Learning
Process
Comparative data
2013-14 (%)
2015-2016 (%)
Very helpful
59
82
Helpful
41
18
More helpful than not
0
0
More not helpful than Yes
0
0
Not helpful at all
0
0
Do not know
0
0
Refuse to answer
0
0
Total
100 % (N=65)
(N=65)
86% of the students responded positively that FB’s closed groups (CG)
promote the study of the training courses (in journalism), are useful for
achieving the goals of the course (from 78% to 75%), FBʼs CG help develop
communication skills (74%). However, only 42% in 2015-16 and 55% in 2013-
14 said that "FBʼs closed groups (CG) have a positive impact on studentsʼ
motivation" and 50% said they "do not know" in 2015-16 (Table 3).
Table 3. Students’ Responses on Impact of Social Networks and Facebook
Close Groups in the Learning Process
Comparative
data
"Yes" (%)
"No" (%)
"Do not know"
(%)
"Refuse to
answer" (%)
2013-
2014
2015-
2016
2013-
2014
2015-
2016
2013-
2014
2015-
2016
2013-
2014
2015-
2016
FB’s closed groups
(CGs) promotes
the study of the
training courses
86
86
6
8
8
6
0
0
FB’s CGs have a
positive impact on
students’
motivation
55
42
19
6
26
50
0
2
Student
involvement level
in FBʼs CGs is
satisfactory
61
69
11
9
28
20
0
2
FB’s CGs are
useful for
achieving the goals
of the course
78
75
8
8
14
17
0
0
FB’s CGs help
develop
communication
skills
74
74
11
11
14
12
0
3

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According to the analysis, the majority of students think that Facebook
closed groups develop team working skills (80%), an increasing number of
students think that it helps in providing information (88%<94%), in
socialization (71%<80%). In comparison with previous years, 11% more
students think, that it helps develop the ability to communicate with sources,
colleagues, the public and other interested parties (from 74% to 95%). The
number of students increased in 2015-16 (compared with data from 2013-14)
who think that SNs are useful for providing information, using ICTs helps
socialization and improves skills to communicate with sources, colleagues, the
public and other interested parties (Table 4).
Table 4. Students’ Responses on Developing Skill-Based Competences via
Closed Groups
Comparative data
"Yes" (%)
"No" (%)
"Do not
know" (%)
"Refuse to
answer" (%)
2013-
2014
2015-
2016
2013-
2014
2015-
2016
2013-
2014
2015-
2016
2013-
2014
2015-
2016
Use of ICTs
75
89
8
9
9
2
8
0
Individual work
while doing
practical tasks
43
38
41
35
14
26
2
1
Team work while
doing practical tasks
80
80
12
12
5
8
3
0
Time Management
59
54
23
29
15
17
3
0
Providing
information
88
94
8
3
3
3
1
0
Gaining
Information and
analysis
82
82
12
8
5
10
3
0
Critical Thinking
49
37
29
29
19
34
3
0
Socialization
71
80
20
14
6
5
3
1
The ability to
communicate with
sources, colleagues,
the public and other
interested parties
74
95
14
3
8
2
4
0
More than 50% of the selected lecturers each year was the same and the
comparative analysis that shows some dynamics in that group as well e.g.
(using alternative social networks in addition to Facebook, frequency of using
social networks and closed groups in educational processes, etc.) (Table 5).
According to the comparative data analysis, from year to year, the intensity of
using Social Networks in teaching processes has been increased (Table 6).
Lecturers answered the question: "Do you use 'closed groups' in the
teaching process?" In comparison with the previous years, the number of
lecturers who use Facebook closed groups for educational purposes increased
from 64% in 2012-13 up to 91% in 2013-14 and reached 100% in 2015-16
(Table 7).

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Table 5. Teachers’ Responses on Using Social Networks in Teaching Processes
Social Networks/Media
2012-2013 (%)
N=30
2013-2014 (%)
N=22
2015-2016 (%)
N=22
Facebook
100
100
100
YouTube
3
64
50
Twitter
0
14
14
Google+
0
23
27
Tumbler
0
14
9
LinkedIn
0
9
4
Table 6. Teachers’ Responses on Frequency of Using Social Networks in the
Teaching Process
Intensity
2012-2013 (%)
2013-2014 (%)
2015-2016 (%)
Daily
36
68
82
Weekly
23
23
18
Monthly
40
9
0
Table 7. Number of Interviewed Educators who Use FB Closed Groups in the
Teaching Process
2012-2013 (%)
2013-2014 (%)
2015-2016 (%)
Closed groups
64
91
100
Lecturers answered the question: "For what specific educational purposes
do lecturers use social networks?" In comparison with the previous years, the
number of lecturers who think that social networks help in communication,
consultation, discussion and interaction, as well as in mobilizing students in the
educational process has been increased (Table 8).
Table 8. Teachers’ Responses on Benefits of Social Networks for Achieving
Specific Educational Purposes
Educational Goals
2013-2014 (%)
2015-2016 (%)
Communication, consultation, discussion and
interaction (Inc. answering questions, online
brainstorming, debates)
30
37
Receiving and distributing information, receiving
and giving the assignments, uploading teaching
materials
48
45
Solving organizational issues
6
5
Mobilizing students in the educational process
(reminder of deadlines, time management)
4
9
Other
12
4

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Conclusions and Discussion
Learning outcomes in journalism and mass communication programs
include knowledge and skill based competencies. All these competencies are
developed not only in the physical but in digital audiences. In the process of
developing competence based education and communication skills, the usage
of Social Networks has already been noticeable in the program descriptions
and syllabi. Proposed research questions are being answered here under:
RQ1: What are the educational benefits of teaching methods adapted to
digital audiences (particularly in Facebook closed groups)?
 Most students and professors find social networks in the learning
process very helpful or helpful. In their opinion, digital classrooms are
useful for achieving course goals, useful for providing information
(mostly for receiving and distributing information, receiving and giving
assignments, uploading teaching materials, deadlines, etc.).
 Most lecturers use Social Networks for numerous teaching purposes
and various teaching methods are implemented (e.g. online
brainstorming). In the lecturer’s opinions, the educational environment
adapted for a Social Network is useful for assessment (it is possible to
identify the students). In addition, the function "seen" on the posts
indicates wherever the student has been informed about the updates on
Facebook.
 Observations have revealed that students and lecturers, as members of a
digital audience, have mutual educational goals. Facebook has its own
communication climate, which is spread through educational closed
groups (like participants express their emotions with a "like button,"
send private messages, stickers to each other, use polls when a decision
must be made, etc.). In closed groups professors and students can build
team relations.
RQ2: Does teaching to digital audiences develop competency-based
education, communication skills in particular?
 Students and professors agree that the communication function of such
groups is important and useful in teaching. In students’ opinions, closed
groups help develop communication skills. Most lecturers use the
digital classrooms for communication, consultation, discussion and
interaction (Inc. answering questions, online brainstorming, debates).
 Most students think that Facebook closed groups that develop team
working skills, help in providing information, socialization, to develop
the ability to communicate with sources, colleagues, the public and
other interested parties and improve IT skills. They say that closed
groups make it possible to have non-stop discussions: the students have
an opportunity to voice opinions fully at any given time.

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RQ3: How are the roles between students and professors in educational
closed groups distributed?
 Professors use Facebook for educational purposes (e.g. uploading
material, tasks, deadlines, etc.) and communications (e.g. asking and
answering questions, solving organizational problems).
 Students often combine the "tutor’s role" and peer support with each
other and within the closed groups, participate in the process of
consulting each other constantly. This also helps the team building
process among students. Cases of trolling are extremely rare.
 Students and professors are ethical. Some groups already have self-
regulatory standards determined by professors.
 The hypothesis (students and lecturers positively evaluate using social
networks in the learning process) has been confirmed: students and
lecturers have given positive evaluations to using social networks in the
learning process (backed with a questionnaire analysis from 2012 to
2016).
However, some questions for discussions are still current, like: what
happens to the closed groups after the course is over? Can social networks be
used in universities (with weakly developed administrative resources) as an
opportunity to contact graduates/alumni?
The technology enhanced learning process on Facebook relies on self-
regulated instruments where admins of closed groups have some privileges (for
example: the function of deleting the group). It is worth mentioning that this is
a place where students and professors use the public platform (even using
closed groups) not always for educational purposes, but they transfer
information from such groups to public walls and mention some personal data
from time to time. Observation shows that students use them periodically for
spreading news and their own media products, services, post their ideas,
questions, etc. Professors say that after completing the teaching course, such
groups still have a networking function from time to time.
From this perspective, there are still some boundaries to be strengthened
between personal and public interactions, the usage of personal data, enhancing
ethical frames and time management regulations. Nevertheless, we can suggest
that such transparency of communication channels in the educational process
and the increased interaction between students and teachers might have a
positive effect on the democratization of the educational system.
Acknowledgements
Our thanks to Jon Hennessey and PhD students (at TSU) Eka Basilaia and
Ana Zakaraia.

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