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Antecedents and consequences of the use of Facebook in learning contexts: a proposed framework

机译：在学习环境中使用Facebook的前提和后果：拟议的框架

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Abstract Over the last decade business schools have increasingly changed their methods to deliver management and accounting courses. In particular, accounting education research is more and more devoted to the analysis of the use of technology, in particular social media, in educational settings. Nonetheless, there is a need for future research focussing on antecedents of the use of Facebook (FB) as a learning tool. Following an inductive approach, this exploratory study extends the literature on accounting education research. We used a participatory action research methodology and developed an online social network group for the students attending a management accounting class. From the empirical findings of this study, we identify the main determinants for the use of a course’s FB group in a learning context, classifying them according to their role played in supporting social or learning processes. Finally, we suggest a preliminary model that is an educational adaptation of the unified theory of acceptance and use of technology (UTAUT) model.
机译：摘要在过去的十年中，商学院改变了提供管理和会计课程的方法。尤其是，会计教育研究越来越致力于分析教育环境中技术尤其是社交媒体的使用。尽管如此，未来的研究仍需要关注使用Facebook（FB）作为学习工具的先例。遵循归纳法，本探索性研究扩展了有关会计教育研究的文献。我们使用参与式行动研究方法，并为参加管理会计课程的学生建立了一个在线社交网络小组。根据这项研究的经验发现，我们确定了在学习环境中使用课程FB组的主要决定因素，并根据其在支持社会或学习过程中所扮演的角色对其进行分类。最后，我们提出了一个初步模型，该模型是对技术接受和使用统一理论（UTAUT）模型进行的教育改编。

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