“Leave Me and My Facebook Alone!” Understanding College Students’ Relationship with Facebook and its Use for Academic Purposes

Gettman, Hilary J.; Cortijo, Virginia

doi:10.20429/ijsotl.2015.090108

Cited by 23 publications

(31 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Yet, the use of SNSs can also be problematic in a learning environment if the technological facilities of the platform do not lend themselves well to the task (Osgerby & Rush, 2015;Owens & Nussbaum, 2016), lead to distractions for students (Flanigan & Babchuk, 2015;Selwyn, 2016), or create tensions for educators in maintaining professional identities through the blurring of personal and academic online spaces (Raynes-Goldie & Lloyd, 2014;. Further studies of SNSs as platforms for students to engage in educational interactions have suggested that while some students and teachers may not be comfortable mixing the educational use of these platforms in their personal lives, the affordances of social presence on SNSs increase the likelihood of social learning interactions taking place between students (Cuesta, Eklund, Rydin, & Witt, 2016;Gettman & Cortijo, 2015;Tess, 2013). Therefore, in negotiating these tensions, research has also investigated the capacity to use social networking technologies as an LMS that replicates an SNS platform within a closed network, such as alternative commercial applications such as Elgg (Veletsianos, Kimmons, & French, 2013) or Ning (Brady et al, 2010).…”

Section: Review Of Current Researchmentioning

confidence: 99%

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Sleeman

Lang

Dakich

2019

AJET

View full text Add to dashboard Cite

With the increased focus on the use of digital platforms to facilitate teaching and learning comes the challenge of creating connections between international students and their new classmates. The use of social media in higher education may be one avenue that can enable not only learning but also social connections between students to improve the international study experience and sense of community. This article reports on the findings of a small survey study at an Australian university, which demonstrate that the majority of international students surveyed had greater prior experience with social network sites for personal and educational use rather than wikis, blogs, and discussion forums, which are often used in institutional settings. Furthermore, the results suggest that the educational use of social network sites led many participants to add new classmates as profile friends. These findings have implications for the choice of digital platforms for pedagogical use of social media and how that may impact on the teaching of international students in higher education for making connections.

show abstract

Section: Review Of Current Researchmentioning

confidence: 99%

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Sleeman

Lang

Dakich

2019

AJET

View full text Add to dashboard Cite

show abstract

“…Many research have been carried out to explore their impact on learning in the areas of; students' uses of Facebook in higher institutions (Wodzicki, Schwämmlein, & Moskaliuk, 2012); formal and informal learning (Chen & Bryer, 2012); students and teachers' perceptions of SNS (Hew, 2011); collaborative learning on SNS (Toetenel, 2014); interaction opportunities (Adi Kasuma & Wray, 2015); relationships between SNS and academic achievement (Junco, 2012); critical literacy and language skills (Rambe, 2012); and SNS and second language (L2) learning (Yunus, Salehi, & Chenzi, 2012). Other social sciences research on; social media/Facebook's implications on identity formation, selfpresentation and a sense of community (Yang & Brown, 2016); students' motivation and gratification (Park, Kee, & Valenzuela, 2009); and privacy concerns (Gettman & Cortijo, 2015); have also contributed to the body of literature.…”

Section: Previous Studies On Facebook and Academicmentioning

confidence: 99%

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Kasuma

2017

ALLS

View full text Add to dashboard Cite

This paper identifies Malaysian university students’ needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a) teacher-led activities (tasks and learning content provided by teachers), b) teachers’ presence (one or two authority figures to facilitate learning and keep group lively), c) topics or content (entertainment-oriented, grammar quizzes, opinion-based discussions), d) structure of the group (optional and ungraded). The passive participants found the activity beneficial in improving their online communication ability, while the more active participants felt a boost of confidence to use English in a more public space like Facebook. The findings indicate that the students are in need of technological changes in learning, but are dependent on teachers’ instructions to initiate the process. They exert selective interests in learning topics and content, and demonstrate partial autonomy in negotiating the online group’s structure. The theoretical and practical implications, and recommendation for future research are briefly presented.

show abstract

“…Within educational contexts, a considerable amount of research has looked at survey data about who uses SNSs, how students and instructors feel about using them, for what purposes they are used, and the effects of their use (Hew, 2011). Historically, the academic use of SNSs has remained stubbornly infrequent, as students are hesitant to have formal academics invade an otherwise personal space (Madge, Meek, Wellens, & Hooley, 2009;Gettman & Cortijo, 2015). Also, few instructors have expressed interest in using Facebook in their courses, and, even when there were opportunities for incorporating SNSs, students reported little to no use for academic purposes (Roblyer, McDaniel, Webb, Herman, & Witty, 2010).…”

Section: Research On Facebook In Higher Educationmentioning

confidence: 99%

Content in context: analyzing interactions in a graduate-level academic Facebook group

Moore‐Russo

Radosta

Martin

et al. 2017

Int J Educ Technol High Educ

View full text Add to dashboard Cite

This case study investigated a Facebook group created and managed by a faculty administrator for students and alumni in a graduate-level education program. While most research to date has considered course-based applications, this research reports on how an academic Facebook group functioned as a way to interact with students, alumni, and faculty outside of a formal academic context. Borrowing methods from studies in market research, the researchers analyzed posts and user interactions on the group's page over the course of 1 year. Posts were inductively coded into thematic categories, such as humor, student photos, and academic readings, and coded again by their mode of consumption, such as text, image, and hyperlinks. Using regression analysis, the categories and modality of posts were tested for their relationship to user interactions, which included likes, comments, and shares. Additionally, users were tallied on their frequency of interactions, and how that related to the categories of posts. Despite a large proportion of academic readings via hyperlinks, results found significantly more interactions for text and image-based posts pertaining to locally situated interests and entertaining content. This behavior was moderated by how frequently a user participated, with frequent users interacting more than expected with university notices. The results support previous research citing Facebook as primarily a means of entertainment and socialization, but with a clear advantage for student-centered content. The implication is that Facebook groups have potential in higher education contexts beyond entertainment when it's used to support and recognize social connections among students.

show abstract

“Leave Me and My Facebook Alone!” Understanding College Students’ Relationship with Facebook and its Use for Academic Purposes

Cited by 23 publications

References 32 publications

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

Content in context: analyzing interactions in a graduate-level academic Facebook group

Contact Info

Product

Resources

About