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Title: Student-initiated Facebook sites: Nurturing personal learning environments or a place for the disenfranchised?
Contributor(s): Charteris, Jennifer  (author)orcid ; Parkes, Mitchell  (author)orcid ; Gregory, Sue  (author)orcid ; Fletcher, Peter  (author)orcid ; Reyes, Vicente (author)
Publication Date: 2018
Early Online Version: 2018-08-22
DOI: 10.1080/1475939X.2018.1507924
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Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
Abstract: Facebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although an increasing number of research studies have investigated student use of social media in higher education, this is an under-theorised area. In particular, little has been written about the student-initiated use of Facebook as a commentary on the activities running simultaneously to formal online learning programmes in universities. Data drawn from 15 semi-structured interviews support an investigation into student Facebook use. Findings highlight that student-driven Facebook sites have a range of purposes and offer ever-present access to a relational community online, although this can sometimes be problematic. When emotional support is not forthcoming from academics or there is disenfranchisement in formal learning spaces, membership in student-initiated learning communities can afford immediacy, informality, influence and shared emotional connections.
Publication Type: Journal Article
Source of Publication: Technology, Pedagogy and Education, 27(4), p. 459-472
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1475-939X
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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