Table 3 describes how the informants perceive OSNs as
a potential platform for instruction. Eight factors could be
categorized from what the informants shared, which engage
the students into OSNs: novelty, accessibility, creativity,
connectivity, interactivity, efficiency, convenience and
popularity are among those elements or attributes which
engage the informants into online social networking.
Functionally, OSNs are virtual communication platforms
which place the teachers and students to communicate in
public, interpersonally and in groups. Thus, as an engaging
medium, teachers can use it as means to connect with their
students online, outside the confines of the classroom.
The perceived advantages of using OSNs in instruction
are related to its engaging factors and consistent as to the
informants’ shared construction of the said technology. One
teacher argues: “The technology is really innovative, but we
should also consider the outcome it will have for the
learners whenever we use it”. Another teacher believes,
“Online social networks are very appealing to the youth. If
it can be used somehow alongside the main mode of
instruction then its appeal will then be transferred to the
subject matter as well”.