Facebook Class Groups of High School Students: Their Role in Establishing Social Dynamics and Learning Experiences

Autor/inn/en	Muls, Jaël; De Backer, Free; Thomas, Valérie; Zhu, Chang; Lombaerts, Koen
Titel	Facebook Class Groups of High School Students: Their Role in Establishing Social Dynamics and Learning Experiences
Quelle	In: Learning Environments Research, 23 (2020) 2, S.235-250 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muls, Jaël)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-019-09298-7
Schlagwörter	Social Media; High School Students; Computer Mediated Communication; Peer Relationship; Student Attitudes; Learning Experience + Suchen Sie Ihr Suchwort? Soziale Medien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computerkonferenz; Peer-Beziehungen; Schülerverhalten; Lernerfahrung
Abstract	The study's main aim was to explore the role of Facebook class groups, created and managed by high-school students, in facilitating social dynamics and learning experiences. Fourteen Facebook class groups were observed online and students were subsequently questioned through focus-group interviews. Our findings show that Facebook class groups can promote both bonding and learning. Bonding can be enhanced because Facebook class groups foster a sense of solidarity and unity among students. Also, Facebook can stimulate (social) learning because students gain more insights in the subject matter and are challenged to carry out an evaluation of their own study methods and progress. Therefore, drawing on the theories of seamless learning and affinity spaces, we conclude that Facebook class groups are important for social affiliation and effective learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01