Advanced SearchSearch Tips
The Use of Facebook in International Multi-course Collaborative Projects in Fashion Merchandising Curriculums
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
  • Journal title : Fashion, Industry and Education
  • Volume 14, Issue 1,  2016, pp.40-49
  • Publisher : The Costume Culture Association
  • DOI : 10.7741/fie.2016.14.1.040
 Title & Authors
The Use of Facebook in International Multi-course Collaborative Projects in Fashion Merchandising Curriculums
Kim, Hyejeong; Byun, Sang-Eun; Choi, Sunhyung; Lee, Kyu-Hye;
  PDF(new window)
This study examined students` perceived importance of the benefits derived from an international multi-course collaborative (IMCC) project and how these perceptions impact students` extrinsic and intrinsic motivations for using the project Facebook (i.e., perceived usefulness and enjoyment), attitude toward the project, and intent to participate in future IMCC projects. The data were collected from 96 students who participated in the IMCC project and were enrolled in four different fashion merchandising courses in two different countries, the U.S. and South Korea. This study found that perceived enjoyment of the project Facebook influenced attitude toward the project and intent to participate in future IMCC projects. Perceived usefulness and enjoyment were predicted by the perceived importance of cultural understanding and feedback exchange among international group members. Attitude was influenced by the perceived importance of networking through the IMCC project, while intent to participate in future IMCC projects was predicted by perceived importance of cultural understanding and networking through the IMCC project. This study provides educators in the related disciplines insights about how to incorporate social network sites into course curricula to motivate students` project participation and learning.
 Cited by
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.

Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103. doi:10.1016/j.ijhcs.2003.12.005 crossref(new window)

Byun, S.-E., Kim, H., & Duffey, M. (2012). A multi-course collaborative project within a global context: Multidimentional learning outcomes for merchandising and interior design majors. Clothing & Textile Research Journal, 30(3), 200-216. doi:10.1177/0887302X12453646 crossref(new window)

Chen, S. J., Hsu, C. L., & Caropreso, E. J. (2006). Cross-cultural collaborative online learning: When the west meets the east. International Journal of Technology in Teaching and Learning, 2(1), 17-35.

Cheung, R., & Vogel, D. (2011). Can Facebook enhance the communications between teachers and students? The International Journal of Learning, 17(11), 385-397.

Chia, R. C., Poe, E., & Parikshat, S. (2008). An interactive virtual global cultural course: Building a real time cost effective global collaborative learning environment. International Journal of Emerging Technologies in Learning, 3(1), 32-35.

College students still spend most social times with Facebook. (2015, September 8). eMarketer. Retrieved from

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. crossref(new window)

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111-1132. doi:10.1111/j.1559-1816.1992.tb00945.x crossref(new window)

Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum.

Duffy, P. (2011). Facebook or Faceblock. In M. J. W. Lee & C. McLoughlin (Eds), Web 2.0 based e-learning:Applying social informatics for tertiary teaching (pp. 284-300). Hershey, PA: IGI Global.

Ellison, N., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends": Exploring the relationship between college students' use of online social networks and social capital. Journal of Computer-Mediated Communication, 12, 1143-1168.

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30. doi:10.21061/jte.v7i1.a.2 crossref(new window)

Hakkinen, P., & Jarvela, S. (2006). Sharing and constructing perspectives in web-based conferencing. Computers and Education, 47(4), 433-447. doi:10.1016/j.compedu.2004.10.015 crossref(new window)

Harasim, L. (1990). On-line education: Perspectives on a new medium. New York, NY: Praeger/Greenwood.

Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R., Lovelace, M. D., & Prevost, L. B. (2012). The 'Facebook' effect: College students' perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning, 6(2), 1-24. doi:/10.20429/ijsotl.2012.060210 crossref(new window)

Johnson, R. T., & Johnson, D. W. (1986). Action Research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.

Karpova, E., Jacobs, B., Lee, J. Y., & Andrew, A. (2011). Preparing students for careers in the global apparel industry: Experiential learning in a virtual multinational team-based collaborative project. Clothing and Textiles Research Journal, 29(4), 298-313. doi:10.1177/0887302X11421809 crossref(new window)

Keegan, W. J., & Green, M. S. (2011). Global Marketing. Upper Saddle River, NJ: Pearson Prentice Hall.

Kim, H-S., LaFleur, R., & Schaeffer, K. (2008). A multi-course collaborative project: Using technology to learn. Journal of Family and Consumer Sciences, 100(3), 34-41.

Lin, C. P., & Bhattacherjee, A. (2008). Elucidating individual intention to use interactive information technologies:The role of network externalities. International Journal of Electronic Commerce, 13(1), 85-108. doi:10.2753/JEC1086-4415130103 crossref(new window)

Lin, K-Y., & Lu, H-P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27(3), 1152-1161. doi:10.1016/j.chb.2010.12.009 crossref(new window)

Looi, C., Chen, W., & Ng, F. (2010). Collaborative activities enabled by group scribbles (GS): An exploratory study of learning effectiveness. Computers & Education, 54(1), 290-297. doi:10.1016/j.compedu.2009.07.003

Ma, A., & Pendergast, D. (2010). Innovative pedagogies for family and consumer science/home economics education-utilizing computer-based collaborative learning to foster lifelong learning attributes. Family and Consumer Sciences Research Journal, 38(3), 273-288. doi:10.1111/j.1552-3934.2009.00018.x crossref(new window)

Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London Sterling, VA: Kogan Page: Stylus Pub.

Nambisan, S., & Baron, R. A. (2007). Interactions in virtual customer environments: Implications for product support and customer relationship management. Journal of Interactive Marketing, 21(2), 42-62. doi:10.1002/dir.20077 crossref(new window)

Piaget, J. (1969). The mechanisms of perception. New York, NY: Basic Books.

Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24, 1-24. crossref(new window)

Ractham, P., & Kaewkitipong, L. (2012). The use of Facebook in an introductory MIS course: Social constructive learning environment. Decision Sciences Journal of Innovative Education, 10, 165-188. crossref(new window)

Ryan, S. D., Magro, M. J., & Sharp, J. H. (2011). Exploring education and cultural adaptation through social networking sites. Journal of Information Technology Education: Innovations in Practice, 10(2), 1-16. doi:10.1111/j.1540-4609.2011.00337.x crossref(new window)

Smith, C. (2015, September 15). By the numbers: 200+ amazing Facebook user statistics. Digital Marketing Ramblings. Retrieved from

So, H.-J., & Brush, T.A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 197-211. doi:10.1016/j.compedu.2007.05.009

Tapanes, M. A., Smith, G. G., & White, J. A. (2009). Cultural diversity in online learning: A study of the perceived effects levels of individualism/collectivism and tolerance of ambiguity. Internet and Higher Education, 12(1), 26-34. doi:10.1016/j.iheduc.2008.12.001 crossref(new window)

Thompson, L., & Ku, H-Y. (2006). A case study of online collaborative learning. The Quarterly Review of Distance Education, 7(4), 361-375.

Van Gennip, N. A. E., Segers, M. S., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity:The role of interpersonal variables and conceptions. Learning and Instruction, 20(4), 280-290. doi:10.1016/j.learninstruc.2009.08.010 crossref(new window)