Abstract—This article aims to look for indicators to lead researches about the use of the social network Facebook in the educational process. Among the indicators, we tried to indentify how the network was set, as well as techniques, education level of the students and which are the conclusions of these researches about the use of Facebook on knowledge building. To do so, we made a research in three article index basis, looking for researches realized in the last two years. The results show that 71% of the researches about the potentiality of Facebook for learning used the questionnaire as a data collection tool; 50% of the researches concluded that the creation of Facebook groups is the option that better simulates a learning environment and 77% of them involved students with a degree. The methodologies and statistic tools used to lead the network studies were identified, as well as the average number of students involved, which varied according to the set adopted for Facebook. After reviewing these 26 researches, we found that the social network Facebook may help on teaching and learning within the formal education system, and it is a step ahead on the use of technologies on the teaching learning process.

Index Terms—Learning, Facebook, education.

Mayara Kaynne F. Cabral is with Federal University of Tocantins, Palmas, Brazil. She is also withFederal Institute of Education, Science and Technology of Tocantins, Porto Nacional, Brazil. (email: mayarakf@ifto.edu.br).
George França dos Santos is with Federal University of Tocantins, Palmas, Brazil.
Paulo César de S. Patrício and Albano Dias Filho are with Federal Institute of Education, Science and Technology of Tocantins, Porto Nacional, Brazil.
Rosária H. R. Nakashima is with Federal University of Tocantins, Araguaína, Brazil.

Cite: Mayara Kaynne F. Cabral, George França dos Santos, Paulo César de S. Patrício, Rosária H. R. Nakashima, Albano Dias Filho, "Indicators Related to Learning through Facebook," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 6, no. 2, pp. 128-136, 2016.