An exploration into the evolution of a student-led social networking group to support collaborative working
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This document summarizes a study on the evolution of a student-led social media group for collaborative learning over 3-4 years. It began with pharmacy students using Facebook for team-based learning and was student-led. The study used qualitative focus groups and thematic coding to understand how the group was created, sustained, and eventually declined. Key factors in its evolution included relationship building, managing notifications, establishing rules and leadership, and how the purpose shifted from socializing to education over time. As students matured, private messaging replaced open posting and WhatsApp became more common as the group changed to remain relevant to the students' needs.
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An exploration into the evolution of a student-led social networking group to support collaborative working
- 1. An exploration into the evolution of a student-led social networking group to support collaborative learning Alison Hartley and Alykhan Kassam @AlisonSHartley University of Bradford #SocMedHE15 a.s.hartley@bradford.ac.uk A.A.Kassam@student.bradford.ac.uk
- 2. The student lens Cansocialmediafosterourlearning? Wearedoingitanyway….evenwithoutyourhelp The evolution of the study • Pharmacy students – Facebook – Team Based Learning • STUDENT LED • Staff student liaison - could this apply to you too? Student lens • Exploratory, qualitative, focus groups, thematic coding • Research questions Student as researcher pilot An absolute privilege
- 3. Evolution over 3-4 years Surfacelayersofanalysisinthisstudy Creating Sustaining Declining Creating • Previous failed groups • Course content – TBL influence • Offline to online , online to offline influence Sustaining • Rules, votes, admin roles, functionality • What used for - peaks and troughs Declining • Open Facebook decline • Private Facebook messaging increase • WhatsApp increase
- 4. Factors affecting evolution Deeperlayersofanalysisinthisstudy Creating the community • Relationship building • Offline/online • Acceptance of and from peers • Socialisation in higher education • Sense of belonging • Subjective norms “ask Facebook” “Once like you’ve met on Facebook you feel more confident talking to them in real life” “You can tell a lot about someone from their Facebook……like what kind of posts they put up and what kind of statuses they write……so it helps kind of understand where they stand”
- 5. Factors affecting evolution Deeperlayersofanalysisinthisstudy Maintaining the community • Managing notification volume • Functionality of site • Rules – nomination of admin • Agreed who could ‘delete people’ • Democracy • How did they use it? “And now thinking about it, we had like a proper democratic vote. We had votes about who was going to be admin, we had ground rules, there’s quite a... [Enthusiastically] ” “After that first few months, it got a lot more centred towards like education”
- 6. Factors affecting evolution Deeperlayersofanalysisinthisstudy A declining community – how has it changed? • Open Facebook decline • Private Facebook messaging increase • WhatsApp increase “then it got to people start emailing things or start having private ones rather than on the group” When discussing WhatsApp groups in TBL teams “Every year it’s the first thing that happens”
- 7. Factors affecting evolution Deeperlayersofanalysisinthisstudy A declining community – why has it changed? “I think we’ve grown up a bit” “same people every time” “hang on a minute, you’re just sponging now” “now it’s getting to the time where you are getting your degree classification, and it’s getting to the point where I want to do well and if you don’t then I’m not going to help you” “it wasn’t an equal contribution” “Maybe we’ve just got used to it”
- 8. What have I learnt? • Reinforced my own beliefs about the significance of the hidden curriculum and the value of collaborative learning • Should I be doing more to reflect on how I encourage (not force) students to use social media to facilitate this? • Social capital is a useful lens to reflect on collaborative learning experiences • Should I be introducing these concepts to students embarking on collaborative learning experiences? • Value of facilitating student reflection on their learning journey through a programme • Should I be introducing activities to facilitate this more widely?
Notas do Editor
- . Maybe she’d never thought about it like this before – sequential evolution. Maybe mirrors society rules……unspoken spoken rules…. Cannot see from this quote but a lot of people were agreeing, taking over each other, animated about this. As observers – metacognitive process of realising how sophisticated it was. Self realisation “Ask facebook”
- . Maybe she’d never thought about it like this before – sequential evolution. Maybe mirrors society rules……unspoken spoken rules…. Cannot see from this quote but a lot of people were agreeing, taking over each other, animated about this. As observers – metacognitive process of realising how sophisticated it was. Self realisation “Ask facebook”