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

Background Over the last decade business schools have increasingly changed their methods to deliver management and accounting courses. Technological applications are increasingly strengthening their role in supporting learning for those students who perceive face-to-face learning as problematic for different reasons, such as the need to balance the time committed to work, education, and family (Millson and Wilemon 2008), or because it fails in fulfilling students’ expectations on providing them with the core competencies for competing in the job market (Byrne et al. 2012). Specifically, accounting education research is more and more devoted to the analysis of the use of technology in educational settings. In this regard, more recent studies reported that both inand out-of-class technology approaches enhance students learning (Edmonds and Edmonds 2010; Gaffney et al. 2010; Khanlarian et al. 2010; Lusher et al. 2012; Phillips and Johnson 2011; Premuroso et al. 2011). Since students are more and more familiar with technology, the use of technology in accounting courses should be strengthened, therefore “the challenge for academia is to stay abreast or ahead of student technology acceptance” Abstract