Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration -both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.

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