Friday, 14:40 14-05-2021

The Use of Facebook in Learning by Students at the Academy of Journalism and Communication

News Friday, 14:40 14-05-2021

Facebook is the most popular social media among the students today. Students in different educational context regard Facebook as important social media to them and spend a lot of time on Facebook. The popularity and dominance of Facebook attract the attention of the educators and educational managers and they want to utilize it as an acceptable platform for educational purposes. This is an evidence for the trend of translating information technology and communication into higher education environment. So what is the best way to utilize Facebook? In this article, the authors propose practical recommendations to the Academy of Journalism and Communication based on the analysis of Facebook use for learning by students at the Academy in 2019.


Source: Journal of Political Theory and Communications, no 2 (2020).

Bui Thu Huong - Vu Nhu Quynh

PhD, Academy of Journalism and Communication - MSc, Academy of Journalism and Communication

An investigation into how Vietnamese university students in Hanoi experience cyberbullying on social media

Abstract: This dissertation presents a mixed-methods investigation into the nature, consequences, and coping strategies related to cyberbullying among Vietnamese university students in Hanoi. Addressing a significant gap in research, this study adopted a sequential explanatory design, utilizing a quantitative survey (N=226) to assess prevalence and trends, followed by in-depth qualitative interviews (N=8) to provide nuanced contextual understanding. The research was theoretically grounded in the Social-Ecological Model and General Strain Theory. The findings establish cyberbullying as a pervasive phenomenon, with the most common forms being verbal harassment (57.2%) and reputational harm (51.8%). Lived experiences were critically shaped by the digital context, with anonymity, public visibility, and power imbalances (rooted in social influence) significantly amplifying victims’ distress. The study reveals that the perceived consequences are severe and holistic, extending beyond psychological impacts (chronic anxiety, insomnia) to significant academic disruption (decline in performance, withdrawal from studies) and social isolation. In response, students primarily relied on informal social support and avoidance strategies. A key finding, however, is the perceived ineffectiveness of these coping mechanisms, which provided emotional relief but failed to secure tangible solutions or accountability. This highlights a critical deficit in formal institutional support. In conclusion, this research provides empirical evidence that cyberbullying acts as a serious systemic stressor in the Vietnamese higher education context. The findings underscore an urgent need for universities and policymakers to implement formal accountability measures, alongside culturally sensitive support and prevention programs, to safeguard the well-being and academic success of students.