Supporting Older Students in the Research Journey: Assessing a Facebook Group
Keywords:
Facebook Group, Older Learners, Social Media, Educational SupportAbstract
With many students over 40 years of age undertaking research studies, the need for support and connection with others is vital to research completion. Educational Facebook groups have a well-research history of what constitutes successful practice, but it is unknown if, and to what extent, those running such groups assess their performance for their members. This paper discusses a case study of an older students Facebook group and the challenge of conducting research to assess how it supports members. Examples from the study are provided to illustrate an example of such assessment, with the conclusion that older learners can be successfully supported and connected with others in their research journey.
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Zahl, S.B. (2015). The impact of community for part-time doctoral students: How Relationships in the Academic Department Affect Student Persistence. International Journal of Doctoral Studies, 10, 301-321. https://doi.org/10.28945/2297
Al Zboun, M.S., Al Ghammaz, S.A.D., & Al Zboun, M.S. (2018). The impact of the use of YouTube and Facebook on students’ academic achievement in geography course at the University of Jordan for the bachelor's degree. Modern Applied Science, 12(3), 164-174. DOI: 10.5539/mas.v12n3p164
Ali, A., & Kohun, F. (2007). Dealing with social isolation to minimize doctoral attrition – a four stage framework. International Journal of Doctoral Studies, 2, 33-49 https://doi.org/10.28945/56
Appel, M.L, & Dahlgren, L.G. (2003). Swedish doctoral students’ experiences on their journey towards a PhD: obstacles and opportunities inside and outside the academic building. Scandinavian Journal of Educational Research, 47(1), 89-110. DOI: 10.1080/00313830308608
Australian National University, ANU Law School. (2017, January 17). Older, wiser and eager to learn: 60-year-old PhD student creates connections for older students. Retrieved from https://law.anu.edu.au/news-and-events/news/older-wiser-and-eager-learn-60-year-old-phd-student-creates-connections-older
Barcellini, F., Delgoulet, C., & Nelson, J. (2016). Are online discussions enough to constitute communities of practice in professional domain? a case study of ergonomics’ practice in France. Cognition, Technology and Work, 18(2), 249-266. DOI: 10.1007/s10111-015-0361-z
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101 DOI: 10.1191/1478088706qp063oa
Carlén, U., & Jobring, O. (2005). The rationale of online learning communities. International Journal of Web Based Communities, 1(3), 272-295. DOI: 10.1504/IJWBC.2005.006927
Churchill, D. (2009). Educational application of Web 2.0: using blogs to support teaching and learning. British Journal of Education Technology, 40(1), 179-183. DOI: 10.1111/j.1467-8535.2008.00865.x
Deng, L., & Tavares, N.J. (2013). From Moodle to Facebook: exploring students' motivation and experiences in online communities. Computers and Education, 68, 167-176. https://doi.org/10.1016/j.compedu.2013.04.028
Gray, K., Annabell, L., & Kennedy, G. (2010). Medical students’ use of Facebook to support learning: In-sights from four case studies. Medical Teacher, 32, 971-976. DOI: 10.3109/0142159X.2010.497826
Hadjioannou, X., Shelton, N., Rankie, R., & Danling, D. (2007). The road to a doctoral degree: Co-travellers through a perilous passage. College Student Journal, 41(1), 160-177.
Holmes, K., Greenhill, A., & McLean, R. (2014). Creating communities: the use of technology in craft and DIY communities of practice. Journal of Systems and Information Technology, 16(4), 277-295. DOI: 10.1108/JSIT-05-2013-0018
Kent, M. (2016). Adding to the mix: students use of Facebook groups and blackboard discussion forums in higher education. Knowledge Management and E-Learning, 8(3), 444-463.
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge University Press.
Martinez, E., Ordu, C., Della Sala, M., & McFarlane, A. (2013). Striving to obtain a school-work-life balance: the full-time doctoral student. International Journal of Doctoral Studies, 8, 39-59. https://doi.org/10.28945/1765
Mason, R. (2006). Learning technologies for adult continuing education. Studies in Continuing Education, 28(2). https://doi.org/10.1080/01580370600751039
Mazman, S.G., & Usluel, Y.K. (2010). Modeling educational usage of Facebook. Computers and Education, 55(2), 444-453. https://doi.org/10.1016/j.compedu.2010.02.008
Nistor, N., Daxecker, I., Stanciu, D., & Diekamp, O. (2015). Sense of community in academic communities of practice: predictors and effects. Higher Education, 69, 257-73. DOI: 10.1007/s10734-014-9773-6
Satchwell, C., Partington, H., Barnes, L., Gurjee, R., & Ramsdale, S. (2015). ‘Our breadcrumb trail through the woods’: reflections on the use of a secret Facebook group as a strategy for surviving and thriving on the doctoral journey. International Journal of Doctoral Studies, 10, 465-482. https://doi.org/10.28945/2306
Shewmaker, J. (2014). Social media in the classroom: challenges and strategies in faculty development. The Journal of Social Media in Society, 3(1), 87-94. Retrieved from http://thejsms.org/index.php/TSMRI/article/view/73
Stone, N. J., & Posey, M. (2008). Understanding coordination in computer-mediated versus face-to-face groups. Computers in Human Behavior, 24, 827–851. https://doi.org/10.1016/j.chb.2007.02.014
Wang, R., Scown, P., Urquhart, C., & Hardman, J. (2014). Tapping the educational potential of Facebook: guidelines for use in higher education. Education and Information Technologies, 19(1), 21-39. DOI: 10.1007/s10639-012-9206-z
Zahl, S.B. (2015). The impact of community for part-time doctoral students: How Relationships in the Academic Department Affect Student Persistence. International Journal of Doctoral Studies, 10, 301-321. https://doi.org/10.28945/2297
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2019-12-31
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