Social Network Sites and Learning | W6 Q1 | Forum

Many researchers have cautioned against exploiting social network sites for learning based on findings related to cognitive and social issues. For instance, Junco (2012) argues that while using Facebook in and of itself is not detrimental to academic outcomes (as Facebook checking is only weakly associated with lower GPAs and not associated with time spent studying and preparing for class), time spent on Facebook, particularly large amounts of time spent posting status updates, is strongly negatively predictive of overall GPA and higher amounts of time spent chatting on Facebook is predictive of less time spent studying and preparing for class (p.196). As such, Junco (2012) contends that counselors, advisors, and higher education staff should be aware of the implications of Facebook usage in order to identify students who are at risk of failure due to the ways in which they are using Facebook (p.196). While Junco (2012) and others highlight some of the issues that arise with the increased use of social network sites, they also take a very narrow lens of how they look at and define learning (often concerned with only formalized/institutionalized knowledge and often failing to fully consider the socio-cultural embeddedness of learning), and do not entirely acknowledge educational, technological, and social affordances that such sites offer, ignoring the complex contexts wherein learning occurs.

Ellison et al. (2007) contends that Facebook usage results in bridging, bonding, and maintaining social capital, particularly for college students that report low levels of self-esteem and life satisfaction. As such, Ellison et al. highlights the ways in which social media networks offer supports to students that are at risk of isolation and distress by allowing for the support of maintaining ties with people that they would otherwise lose their connections. Further, Ellison et al. (2007) points out the ways in which social capital can be leveraged not only as a means of maintaining and forming socially relevant connections, but also gaining information and networking opportunities (such as internships, jobs, etc.) (p.1161). The difference between the arguments posited by Junco (2012) and Ellison (2007) are telling. Rather than just seeing Facebook as a means of distraction and obstacle to the learning process, Ellison (2007) highlights the important role that social capital plays in educational success, psychological well-being, and social relationships. As such, Ellison (2007) expands the lens of what is important in learning by seeing the social elements and affordances that Facebook (as a social network site) offers to college students.

Robelia, Greenhow, and Burton (2011) expand the definition of knowledge to include a more contextual and complex understanding of learning, incorporating free choice learning theory, social learning theories and behavioral change theories into their discussion of environmental learning in online social networks (the Hot Dish app on Facebook) (p.554). As such, the authors pinpoint the ways in which the technological affordances of the Hot Dish app on Facebook contribute to a robust learning environment wherein participants engage in social learning processes which result in environmentally informed behavioral changes (p.555). As such, these authors take a much less formalized/institutionalized view on what constitutes knowledge (as knowledge exists outside of the university classroom), extend learning to constitute social theories wherein participants are engaged in socially interactive communities of practice, and evidence learning through both behavioral and knowledge based changes in the learning community. By expanding the definition of what constitutes knowledge and/or learning and where knowledge and/or learning occurs, it is hard to dismiss the role of social network sites in educative processes.