Faceworking: exploring students' education‐related use of Facebook

By Neil Selwyn. 2009

971 citations recorded by the source corpus.

Subfields: Communication, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/98519a746222fb006e9b82e74f79204e1f609577

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In Social Psychology

In Sociology and Political Science

Citations in the corpus

Using the Facebook group as a learning management system: An exploratory study (2012, background): “Selwyn (2009) found that university students (n = 909) used Facebook mainly for reflecting on the university experience, exchange of practical and academic information, and displaying supplication or disengagement.”
Students' perceptions of Facebook for academic purposes (2014, background): “…popularity of Facebook among the undergraduate student population (Cheung, Chiu, & Lee, 2011; Hargittai, 2007;Madge, Meek, Wellens, & Hooley, 2009; Selwyn, 2009), we decided to focus our study on this particular social networking tool. x: þ34 959 21 78 49. sa79@hotmail.com (R. Arteaga Sánchez),…”
Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. (2012, background): “The limited education-related activities on social media platforms include creating study groups and other interactions with classmates without the knowledge of the instructor, “post-hoc” critiquing of learning experiences and events, reading web resources with little evidence of critical inquiry or”
Student use of Facebook for organizing collaborative classroom activities (2011, background): “Other research has found that students employ SNSs as a way to both formally and informally discuss academics (Greenhow and Robelia 2009a, 2009b; Madge et al. 2009; Selwyn 2009).”
"My Voice Is Definitely Strongest in Online Communities": Students Using Social Media for Queer and Disability Identity-Making (2017, background): “Most of students’ inter actions on Facebook are not related to their course work or formal education; students much more commonly discussed leisure, enter tain ment, employment, and relationships (Selwyn, 2009).”
Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment (2013, background): “…and attitudes that academic institutions, teachers and learners express towards its usage as an educational tool and learning environment (Bosch, 2009; Fewkes & McCabe, 2012; Ismail, 2010; Madge et al., 2009; Mazman & Usluel, 2010; Roblyer, McDaniel, Webb, Herman, & Witty, 2010; Selwyn, 2009).”
Can learning be virtually boosted? An investigation of online social networking impacts (2010, background): “Further, students can develop commitment to their university and begin to better articulate their role as well as engage in peer-supported communities on aspects of academic life (Selwyn, 2009).”
Facebook: An online environment for learning of English in institutions of higher education? (2010, background): “The positive impacts encompass learnermotivationandengagement (Mills, 2009;Northcote,& Kendle, 2001); strengthening of students' social networking practices (Madge, Meek, Wellens, & Hooley, 2009) and post-hoc critiquing of learning experiences and events (Selwyn, 2009).”
Higher education scholars' participation and practices on Twitter (2012, background): “Such research has found that SNSs are largely used for personal rather than educational reasons (Luckin et al. 2009; Selwyn 2009).”
Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “Finally, students were less willing to appropriate social media as a formal learning tool, preferring it for course-related communication (Prescott, Wilson and Beckett 2013) or using it largely for socializing and non-academic purposes (Selwyn 2009).”
SOCIAL MEDIA IMPACT ON LANGUAGE LEARNING FOR SPECIFIC PURPOSES: A STUDY IN ENGLISH FOR BUSINESS ADMINISTRATION (2019, background): “He cites Selwyn (2009) who found that 95% of Facebook interactions involving UK students were not related to their academic concerns.”
The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students' knowledge sharing through Facebook (2017, background): “announcements on classes and courses, departments, or schools, delivery of homework and assignments by teachers, and informing about resources and links related to courses (Ainin, Naqshbandi, Moghavvemi, & Jaafar, 2015; Mazman & Usluel, 2010). It is through this type of online community that Faceboo”