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

Learning, Media and Technology

Volumn 37, Issue 3, 2012, Pages 236-252

  Goodband, John Hallam ^a   Solomon, Yvette ^b   Samuels, Peter Charles ^a   Lawson, Duncan ^a   Bhakta, Roy ^a  

^a Faculty of Engineering and Computing   (United Kingdom)

^b MANCHESTER METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

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

Indexed keywords

EID: 84866880294     PISSN: 17439884     EISSN: 17439892     Source Type: Journal    
DOI: 10.1080/17439884.2011.587435     Document Type: Article

References (29)

1. Back, J. and Pratt, N. Spaces to discuss mathematics: Communities of practice on an online discussion board. Paper presented at second Socio-cultural Theory in Educational Research and Practice Conference, September 10-11, in Manchester.
2. Baran, B. 2010. Facebook as a formal instructional environment. British Journal of Educational Technology, 41(6): 146-49.
3. Boaler, J. 2002. Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning, Mahwah, NJ: Lawrence Erlbaum Associates.
4. Brown, M. and S. Macrae. 2005. Students' experiences of undergraduate mathematics. ESRC grant no. R000238564. Final report to the Economic and Social Research Council, Swindon
5. Crook, C. and Cluley, R. 2009. The teaching voice on the learning platform: Seeking classroom climates within a virtual learning environment. Learning, Media and Technology, 34(3): 199-213.
6. de Villiers, M.R. 2010. Academic use of a group on Facebook: Initial findings and perceptions. Proceedings of the Informing Science & IT Education Conference (InSITE) 2010, June 21-24, in Cassino, Italy, http://proceedings.informingscience.org/InSITE2010/InSITE10p173-190Villiers742.pdf (accessed May 4, 2011)
7. Gray, K., Annabell, L. and Kennedy, G. 2010. Medical students' use of Facebook to support learning: Insights from four case studies. Medical Teacher, 32(12): 971-76.
8. Hemmi, A., Bayne, S. and Land, R. 2009. The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25(1): 19-30.
9. Hughes, G. 2009. Social software: New opportunities for challenging social inequalities in learning?. Learning, Media and Technology, 34(4): 291-305.
10. Hughes, G. 2010. Identity and belonging in social learning groups: The value of distinguishing the social, operational and knowledge-related dimensions. British Educational Research Journal, 36(1): 47-63.
11. Ipsos MORI. 2008. Great expectations of ICT: How higher education institutions are measuring up, Bristol: Joint Information Systems Committee.
12. Jones, N., Blackey, H., Fitzgibbon, K. and Chew, E. 2010. Get out of MySpace!. Computers and Education, 54(3): 776-82.
13. Lave, J. and Wenger, E. 1991. Situated learning: Legitimate peripheral participation, Cambridge: Cambridge University Press.
14. Madge, C., J. Meek, J. Wellens and T. Hooley. 2009. Facebook, social integration and informal learning at university: 'It is more for socialising and talking to friends about work than for actually doing work'. Learning, Media, and Technology 34, no. 2: 141-155
15. Maloney, E. 2007. What Web 2.0 can teach us about learning. The Chronicles of Higher Education, 53(18): B26
16. Ofsted. 2008. Mathematics: Understanding the score, London: Ofsted.
17. Oradini, F., and G. Saunders. 2008. The use of social networking by students and staff in higher education, http://www.eife-l.org/publications/proceedings/ilf08/contributions/improving-quality-of-learning-with-technologies/Oradini_Saunders.pdf (accessed May 4, 2011)
18. O'Reilly, T. 2005. What is Web 2.0: Design patterns and business models for the next generation of software, http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html (accessed May 4, 2011)
19. Ravenscroft, A. 2009. Social software, Web 2.0 and learning: Status and implications of an evolving paradigm. Journal of Computer Assisted Learning, 25(1): 1-5.
20. Selwyn, N. 2008. Learning and social networking, in TLRP-TEL Education 2.0? Designing the web for teaching and learning, London: Institute of Education.
21. Selwyn, N. 2009. Faceworking: Exploring students' education-related use of Facebook. Learning, Media and Technology. 34(2): 157-74.
22. Selwyn, N. and Grant, L. 2009. Researching the realities of social software use-an introduction. Learning, Media and Technology, 34(2): 79-86.
23. Seymour, E. and Hewitt, N. 1997. Talking about leaving: Why undergraduates leave the sciences, Boulder, CO: Westview Press.
24. Smith, C. 2006. eNRICH Mathematics project evaluation interim report, Cambridge, UK: Cambridge University.
25. Solomon, Y. 2007. Not belonging? What makes a functional learner identity in the undergraduate mathematics community of practice?. Studies in Higher Education, 32(1): 79-96.
26. Solomon, Y. 2008. Mathematical literacy: Developing identities of inclusion, New York: Routledge.
27. Solomon, Y., A. Croft, and D. Lawson. 2010. Safety in numbers: Mathematics support centres and their derivatives as social learning spaces. Studies in Higher Education 35, no. 4: 421-31
28. Solomon, Y., D. Lawson, and A. Croft. In press. Dealing with 'fragile identities': Resistance and refiguring in women mathematics students. Gender and Education
29. Wenger, E. 1998. Communities of practice: Learning, meaning and identity, Cambridge: Cambridge University Press.