Social Networking for Learning in Higher Education: Capitalising on Social Capital

Abstract

This study explores the evolution of student-led social networking groups initiated and sustained by a cohort of undergraduate students over a 3-year time frame. The study contributes to this growing area of research by exploring the impact of peer-led, peer-supported informal learning through social media networks. Social capital is a useful lens through which to understand the findings, and particularly in interpreting descriptions of the evolution of the group over time. The findings suggest that students build bridging social capital to support the transition into higher education, form relationships and learn collaboratively through a large cohort-based Facebook group. Over time, this form of social capital and the use of the Facebook group declines due to a lack of perceived reciprocity and an increased perception of competitiveness amongst peers. However, there is accompanied by a subsequent rise in the building of bonding social capital between closer peer relationships facilitated through the use of various WhatsApp groups. The findings have implications for considering how social networking might support the student journey towards more nuanced, more personalised collaborative learning and a move towards more self-directed learning.

Repercussions of Social Media Addiction on Relationship Closeness and Relationship Satisfaction Amongst Chinese Undergraduates

“…Under this circumstance, the escalating prevalence of social media addiction among the younger generations in China, characterized by a gradual erosion of love relationship closeness, harmony, and satisfaction, constitutes a complex and exigent problem that demands rigorous investigation. The dualistic nature of social mediasimultaneously a tool for connection and a catalyst for disconnection-makes it a perplexing issue requiring nuanced understanding (Weinstein & Siste, 2022;Hartley & Kassam, 2016). It is this very contradiction that may foster a deterioration in the quality of life and undermine the happiness and satisfaction derived from relationships (Aboujaoude et al, 2022;Nehring & Kerrigan, 2019).…”

Bonds and Bridges: The Role of Social Capital in Building a More Diverse Dermatology Workforce

“…For example, studies have demonstrated the benefits of harnessing technology to enhance mentorship programs that increase social capital of disadvantaged populations. [8][9][10][11] This approach already is in progress, bolstered by advances made in digital communications during the coronavirus disease 2019 pandemic. 12 Student-led networking groups that connect remotely have been shown to build social capital bonds and bridges that facilitate collaborative learning, relationship building, and information sharing.…”

“…12 Student-led networking groups that connect remotely have been shown to build social capital bonds and bridges that facilitate collaborative learning, relationship building, and information sharing. [8][9][10][11] There are existing online UIM student networks that individual dermatologists, institutions, and national organizations can partner with to facilitate the construction of bridges between these UIM student groups and dermatologists who can provide accurate, high-yield information and professional networking; however, one limitation of this suggestion is the disparate access to technology in the UIM community.…”