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Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/9016

Title: Facebook, social integration and informal learning at university: 'It is more for socialising and talking to friends about work than for actually doing work'
Authors: Madge, Clare
Meek, Julia
Wellens, Jane
Hooley, Tristram
Issue Date: Jun-2009
Publisher: Taylor & Francis
Citation: Learning, Media and Technology, 2009, 34 (2), pp. 141-155.
Abstract: Whilst recent studies suggest that over 95% of British undergraduate students are regularly using social networking sites, we still know very little about how this phenomenon impacts on the student experience and, in particular, how it influences students' social integration into university life. This paper explores how pre-registration engagement with a university Facebook network influences students' post-registration social networks. Research was conducted with first year undergraduates at a British university using an online survey. Students reported that they specifically joined Facebook pre-registration as a means of making new friends at university, as well as keeping in touch with friends and family at home. The survey data also illustrate that once at university, Facebook was part of the 'social glue' that helped students settle into university life. However, care must be taken not to over-privilege Facebook: it is clearly only one aspect of students' more general social networking practices and face-to-face interrelationships and interactions remain important. Students thought Facebook was used most importantly for social reasons, not for formal teaching purposes, although it was sometimes used informally for learning purposes.
ISSN: 1743-9884
Links: http://dx.doi.org/10.1080/17439880902923606
Type: Article
Description: This is the author's final draft of the paper published as Learning, Media and Technology, 2009, 34 (2), pp. 141-155. The final version is available from http://www.informaworld.com/smpp/content~db=all?content=10.1080/17439880902923606. Doi: 10.1080/17439880902923606
Appears in Collections:Published Articles, Dept. of Geography

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