Limits and potentials of social networking in academia: Case study of the evolution of a mathematics facebook community

John Goodband, Y. Solomon, Peter Samuels, Duncan Lawson, Roy Bhakta

Research output: Contribution to journalArticle

26 Citations (Scopus)
7 Downloads (Pure)

Abstract

The use of social networking services has rapidly increased in recent years, especially by university students. Some authors assert that they have educational potential in terms of promoting collaborative learning practices among undergraduate students which enhance engagement and understanding. This possibility is particularly relevant to mathematics learning, because university communities are frequently experienced as isolating and performance-oriented. This case study reports on the use of Facebook to support mathematical communication and more participative learning identities within a UK university mathematics department. It describes how the reactive formation of a student-led Facebook community became a source of conflict within the wider academic social community and how this conflict was eventually resolved. While it raises questions about the extent to which Facebook can encourage open collaborative learning within the wider context of student aspirations in a competitive climate, it notes its potential for fostering cross-cohort student support in a subject which frequently induces anxiety in its students.
Original languageEnglish
Pages (from-to)236-252
JournalLearning, Media and Technology
Volume37
Issue number3
DOIs
Publication statusPublished - 2012

Bibliographical note

This is an electronic version of an article published in Learning, Media and Technology, 37 (3), pp. 236-252. Learning, Media and Technology is available online at: http://www.tandfonline.com/doi/full/10.1080/17439884.2011.587435

Keywords

  • Facebook
  • undergraduate mathematics
  • communities of practice
  • learning environment
  • university climate

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