Facebook: Social or Learning Communities?
STEPHEN WOODWARD University of Glamorgan
Dr SIMON JONES University of Glamorgan
HAYDN BLACKEY University of Glamorgan
Abstract
This paper will address the challenge of creating Blended Learning communities that are student
focused and enhance learning interaction. It draws on evidence of the quiet revolution that social
networking has contributed to the creation of online learning environments which enable Blended
Learning to be more effective.
There exists research arguing that students are hostile to the notion of institutional intrusion into their
online social interactions. The research informing this paper evidences the opposite by showing how
Facebook and other social networking tools can create a rich and active learning environment in
which students are fully engaged.
The methodology involved a qualitative evaluation of 350 learners based on an ethnographic review
of formal and informal Facebook mediated interactions to identify how a Facebook community
impacts on the learning experience of students.
The data indicates that Facebook, in particular, is being used effectively by students and staff to
create a learning community. The data shows that the majority of students utilise the Instant
Messaging and Sent Message facilities in Facebook, rather than the university's e-mail account to
communicate with lecturers and that Facebook has overtaken all other digital media as a means of
contact for these students.
The paper reports on a case-study showing successful engagement between learners and learner
facilitators in Physical Geography at the University of Glamorgan where such tools have been in use
since 2006. The Blended Learning community created for current students has led to the
establishment of a larger network that connects graduates, undergraduates and prospective students
in the discipline.
The paper uses its data to evidence the potential of social networking to act as a tool for creating
effective Blended Learning communities in addition to its role in social engagement.
Introduction
The recent and growing shift in Higher Education towards student-centred and social constructivist
models of learning has led to a growing interest in the development of blended learning communities,
influenced by the work of, among others, Wenger (1998) and Lave (1982). The widespread and
growing use of social networking sites such as Facebook and MySpace among student populations is
well documented. Less well researched is the part such social networking services are beginning to
play in the creation of effective student communities of practice, especially within the context of
academic support provision, informally among peer groups and more formally where tutors play an
active participatory (moderating) role within an online community of university students. Lurid media
headlines about the ‘darker side’ of social networking have added to a general sense of suspicion
towards these services among the academic community. Much of the debate around the use of social
networking sites in educational contexts focuses on the apparent schism between the ‘social’ and
‘academic’ aspects and whether these two elements can be married or integrated in an effective
manner. There is also a widely held belief that students do not want what they see as essentially a
social activity to be hijacked in the name of education. However, there is a growing body of evidence
showcasing the positive benefits of social networking sites for academic support.
The purpose of this paper is to examine the affordances social networking sites provide for the
development of effective blended learning communities. The core data is based on a case-study that
demonstrates successful engagement between learners and learner facilitators in Physical
Geography at the University of Glamorgan where social networking tools have been in use since
2006.
Literature Review
There exists research arguing that students are hostile to the notion of institutional intrusion into their
online social interactions, though there is also growing recognition of the part social networking
services are playing in informal student/ peer support networks. Jones, Blackey et al. (2009) found
among students ”massive use of educational technology with (a) distinct divide between the learning
space and personal space” (Jones, Blackey et al. 2009 p.776). Ophus and Abbitt (2009) argue that
issues of privacy and the perceived threat of intrusion into one’s personal life are often identified as a
negative perception among learners
Selwyn (2007) and Ophus and Abbitt (2009) suggest that the capacity for community-building and
academic support (in terms of both peer and tutor support) are reflected in positive student
perceptions of greater ease and convenience of communication particularly with regard to peer
support in preparing to tackle and complete assignments. However, given the scope for potential or
actual misunderstanding (often based on significant levels of academic suspicion) of students’
motives (for example, the Ryerson case in Canada (CBC 2008)) Facebook itself has now began to
publicly discuss cases of positive use of social networking sites among students for educational
purposes:
We found that of the 227 students that participated in our survey, over half said
they were likely or very likely to use Facebook to arrange a face-to-face study
group or to help manage a group project, and 49% said they were likely or very
likely to "collaborate in a way your instructor would like. (Ellison 2010)
The emphasis in the last sentence on the active engagement and participation of lecturers/ tutors in
the use of Facebook for study or academic related purposes highlights the critical role of tutor
participation in the online community.
Oradini and Saunders (2007) have shown that attempts to harness the student-centred/ student-led
power of social networking and set this within a recognisable (and controllable) institutional context by
creating similar bespoke services via Elgg or NIng have met with mixed results, with many Facebookactive students logging on once only and deciding that Facebook “does it better”.
In the context of social constructivism and Vygotsky’s paradigm (1978) effective learning is a social as
well as private (individual) activity. Siemens affirms this when he states that: “Informal learning is a
significant aspect of our learning experience. Formal education no longer comprises the majority of
our learning. Learning now occurs in a variety of ways – through communities of practice, personal
networks … (2004). Combination produces better learning outcomes than individual isolation:
essentially, the whole is greater than the sum of its parts when forging interactive and collaborative
learning experiences among connected communities of learners (Doolan, 2006; Palloff and Pratt,
1999; Garrison and Vaughan, 2008). This is also affirmed by Salmon (2003) who goes on to make the
crucial point that although “online learning offers the ‘affordance’ of online socializing and networking
… online conference will not in itself create the social interaction.” (Salmon, 2003 p.33). She goes on
to stress the important role of a moderator or facilitator within the online learning community. For a
community to be successful there must be clear evidence of interaction and engagement (Palloff and
Pratt, 1999).
Dawson “The terms learning communities and communities of practice are often used
interchangeably, as both concepts relate to the process of learning and the socialisation that serves to
facilitate learning.” (2006 p. 154)
Methodology
The methodology used in this paper involved a qualitative evaluation of 360 learners based on an
ethnographic review of formal and informal Facebook mediated interactions to identify how a
Facebook community impacts on the learning experience of students.
The authors chose to adopt an ethnographic approach to undertake this research as the research is
focussed on a community of learners. Ethnography, which emerged in the disciplines of anthropology
and sociology, enables researchers to look at human societies and communities in an empirical way
so as to explore their processes, meanings and values. Zaharlick (1992) argues that the
anthropological approach is particularly suited for research into groups of learners as it allows a
descriptive approach based on participant observation to be analysed and explored.
The approach adopted follows that of Dey (2002) who argues that “ethnography is an attempt to
understand and interpret a particular cultural system (for example, an organisation)… ethnography
moves away from “conventional” methodological principles to address a different set of questions in
the empirical domain.” (Dey 2002. p. 106).
The authors recognise that “ethnography is not just another field method. It is a form of social analysis
that can make compelling statements about a community.” Whipple and Nyce (2007). The participant
observation method adopted allowed the research to take place without disrupting the flow of dialogue
within the Facebook community and enables a genuine insight into the interactions and development
of the community.
Case Study
One of the authors, a practising academic in the discipline of Human Geography, identifies a
noticeable change in his communications with students. Occurring particularly over the past twelve
months, this has been the development of a Geography at Glamorgan Facebook Group and its
enthusiastic adoption by the student community. Significantly, the Facebook chat and message
features have revolutionised the way the student community is able to communicate with lecturing
staff. (Of course, there is a presumption here that lecturing staff are willing to offer alternatives to the
formal e-mail system; it is the author’s belief that the advantages outweigh the disadvantages).
Previously, Microsoft’s MSN instant messaging service was the preferred platform allowing real-time
chat, as well as the ability to post a message knowing the recipient would receive it when next they
logged on. Significantly, MSN also allows document exchange and Remote Access, which can prove
a useful tutoring tool. In previous years, the majority of students would establish MSN contact.
Significantly in 2009-2010, no individual has used MSN, and the exclusive choice has been to
connect using Facebook. Students will regularly choose this as a method of communicating instead
of e-mail, perhaps because appears more instant (i.e. the page is already uploaded, thus requiring
fewer button pushes) and it is the habitual way of conducting ad hoc and informal communication.
Contact through Facebook has two distinct elements. Through normal working hours it is typical to
receive short chats relating to the working day (i.e. lecture and exam related queries; staff availability;
meeting requests, and so on). Such communication is quick and easy, and by promoting the question
and answer nature of this medium, rather than encouraging protracted conversations, it is highly
efficient. Students also appear confident to connect via this medium because it is preferable to
crossing campus on the off-chance a lecturer is in their office. This contact is also perceived as
substantially quicker than an e-mail, because to receive the chat requires the recipient to be logged
onto the Website, rather than sending an e-mail which will be read at an future undetermined time.
This mechanism is not a one way communication channel either, and seeing that a student is on-line
enables rapid contact rather than the more protracted choices of e-mail, telephoning home or making
a mobile telephone call.
In preference to the university or personal e-mail, the Facebook message has become the preferred
means of contact for longer correspondence and more formal issues. Students choose to write via
Facebook on personal matters of welfare, study and academic queries because it is convenient,
seamless in terms of their internet use, and offers the benefit that the message will also be delivered
to the recipient’s e-mail Inbox as a notification. This leaves a choice in how to reply, and for formal
university matters (i.e. relating directly to coursework, marking, absences, etc.) the preferred route is
to use the University e-mail system. For less formal matters (i.e. relating to personal issues, field
course arrangements, or general matters) a reply through Facebook has been considered acceptable.
Indeed, operating within this formal/informal system has been a useful way of encouraging
communication without making everything “official”. The author notes the substantial difference from
the norm lecturing in Geography can present. Residential foreign field courses, for example, draw
staff into personal and social aspects of the students’ lives, in ways that may be inappropriate in other
environments.
Facebook was designed as a social networking site, but can offer a range of opportunities to enhance
the Student Experience within an Award that are supplementary to the Blended Learning
environments formally available (i.e. the institutional VLE). Having established a (closed) Group
Geography at the University of Glamorgan and invited all current and graduate students of the award
(receiving a 100% uptake of invitation with a membership of over 360), this is the primary vehicle to
offer additional material and experiences to the student body. The Group has also become a vehicle
for graduates, undergraduates and prospective students to establish contact with one another, and
exchange information and opinions on their university experiences.
From within this Group, individual members receive invitations to extra-curricular activities including
external lectures, guest speakers and site visits. In addition, field course photographs are distributed
(both for coursework illustration, and post-field course entertainment). Images are also used as a
teaching medium, utilising the Tagging facility to label important features of landscapes and
identification of flora and fauna. Through offering this enhancement students are encouraged to join
and participate in the Group, and it generates its own momentum, akin to a student society. The
Group hosts links to news sites and other interesting pages, posted by Academic Staff and students,
concerning current affairs. Geography is a contemporaneous and topic-led issue as recent Icelandic
volcanic eruptions and Gulf of Mexico oil spills suggests, and these links supplement the underlying
science discussed in lectures. In addition, students have increasingly seen the Group as a
marketplace for pre-owned text books, as a way to organise social events during the week, and
Graduates have recently advertised employment opportunities and conferences.
This is a highly effective communication method both for current students and alumni. Contact with
alumni has been regular, and the multi-media (photograph and video files from field courses are
regularly posted) has been especially enjoyed. The engagement with alumni is something the
Marketing Department has recently exploited, when seeking comment on their university experience
and highlights of the course. Maintaining contact in an engaging, active and rewarding way through
this group is proving to be more successful than the formally organised Alumni Office at the
University. Importantly, the success of the Group has required the input of the Award Leader to
maintain the site, emphasising the critical role of academic staff in sustaining academically as well as
socially engaged online communities.
In addition to maintaining contact with Graduates, and offering extra-curricular opportunities to
undergraduates, the Facebook Group has also been used as a marketing tool for prospective
students. While the Departmental Open Days and Applicant Days are highly polished, PowerPoint
illustrated, and well practised, candidates are often very interested to join the Group to learn more
about the course and request membership prior to visiting. In allowing temporary access, candidates
browse the field course photographs, investigate the links, and very often post open questions
concerning the Student Experience, which are invariably answered and discussed. Anecdotally, while
the Facebook Group is not the key decider in choosing the degree over other courses, it better
prepares candidates for an Applicant Day, engages the student prior or arrival, and motivates them
for the course.
Discussion
In describing the use of social networking sites among a community of students, several issues are
apparent. Firstly, that the lecturer is enthusiastically engaged in using these sites to enhance the
Student Experience. Secondly, that many of the philosophical and media-driven concerns over
Facebook use have not been considered in this case study described above. This is not to say,
however, that there are not issues surrounding its use, and some negative aspects.
While the hyper-connected generation may not think too deeply about being a Friend, it is important
that the personal information academic staff may offer is considered. It is, of course, possible that
your employer will have a view of whether you should maintain relationships with students in this way.
Assuming that use of Facebook is not restricted, your security settings are important in determining
whether students know your birthday, can browse photographs of your children and family life, and to
which Groups you subscribe. In addition, some thought might be given to Status Updates and
thoughts shared on your Wall.
Students’ invariably do not give any consideration to being a Friend when using Facebook, and
publishing their status updates and comments. Certainly, status updates can be revealing, as can the
time when they are posted. The persistently absent student, active on Facebook will reveal their
insomnia as well as their existence and whereabouts. Feedback on lectures can be instant, as well
as a longer-term guide of how a particular course is being received, particularly when senior years
also comment on the course and their experiences. From an Award Leader’s perspective this
comment and chatter can be very revealing of the course’s day-to-day operation.
Having already described the role Facebook plays in sharing field course images, it must be
remembered that “What goes on tour, stays on Facebook!” Trawling through images posted of the
award leader an infamous image of striped Calvin Klein underwear may be discovered . . . The
photograph was taken as the author emerged from a hostel bedroom to prevent a student being
further attacked; in spite of the situation, the photographer was determined to post the image, and did
so. The image rapidly became tomorrow’s digital chip paper, but it serves as a reminder when on
field courses that every photograph tells a story.
An additional unsavoury aspect of Facebook is the nomenclature and language used by principal user
group, the under-25s. In the author’s view, it is necessary to look beyond this cultural idiom to realise
the advantages involvement in social networking can achieve. However, that Facebook Rape (FBR)
describes a user’s profile that has been hacked and a “humorous” status comment added, while
unsavoury, is the accepted term. Usually, in addition, these comments are strongly homophobic or of
a highly graphic sexual nature. Discussions will often reveal the casual use of adjectives that convey
less than positive attitudes towards their study, coursework and lectures. While challenging the
libellous is a professional courtesy that should be extended to colleagues, there is an element of
witnessing a conversation in the Students Union. Unless a crescendo of dissatisfaction and
frustration is apparent, these discussions are perhaps better ignored; one is not the moral police nor
are you cyber-stalking the student body. Remember, you are more likely to be the digital immigrant!
Conclusion
The literature highlights that there is a divide over the role of social networking sites in the creation
and development of blended learning communities. That divide reflects those whose experience leads
them to believe learning and social engagement should be clearly demarcated from those who argue
that social engagement is a necessary prerequisite to learning in a constructivist context. The use of
ethnography in this case study clearly demonstrates that a very successful engagement between
staff, students and alumni can be achieved so that a social mediation can create a genuine learning
community in a blended environment.
This paper therefore suggests that it is not possible to create an overarching pedagogical conclusion
about the effect of social networking in learning communities. Rather it argues that individual
academics will need to make informed judgements in consultation with their students about the
effectiveness of the use of social networking sites in particular learning contexts.
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Biographies:
Stephen Woodward
Stephen is the Curriculum Advice Officer for Technology Enhanced Learning at the University of
Glamorgan’s Centre for Excellence in Learning and Teaching (CELT). His research interests include the
pedagogy of technology enhanced learning, particularly the uses of Social Software and Personal
Learning Environments in H.E.
swoodwar@glam.ac.uk
http://celt.glam.ac.uk
Haydn Blackey
Haydn is Head of the Centre for Excellence in Learning and Teaching (CELT) at the University of
Glamorgan. CELT is responsible for quality enhancement at the University, the department provides
staff development for academic staff and leads the development of pedagogic research and practice.
Haydn’s research focus is the Scholarship of Learning and Teaching and specifically how Technology
can enhance Learning and Teaching.
hblackey@glam.ac.uk
http://celt.glam.ac.uk
Dr Simon Jones
Simon is a Principal Lecturer in Physical Geography in the Department of Science and Sport at the
University of Glamorgan, and the Senior Academic Admissions Tutor for Science. His research
interests are variously Integrated Coastal Zone Management, national admissions policy, and the
Student Experience. Within the Geography community, Simon is very active in the Higher Education
Subject Centre for Geography, Environmental Science and Geology, and the Regional Royal
Geographical Society.
Sdjones2@glam.ac.uk