Top

Education and Information Technologies

Published in:

06-05-2015

The student, the private and the professional role: Students’ social media use

Authors: Pernilla Josefsson, Stefan Hrastinski, Daniel Pargman, Teresa C. Pargman

Published in: Education and Information Technologies | Issue 6/2016

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course “Social media technologies”. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

previous article Virtual schools: The changing landscape of K-12 education in the U.S.

next article Characterisation of teachers’ use of computers and Internet inside and outside the classroom: The need to focus on the quality

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Andersen, P. (2007). What is Web 2.0? ideas, technologies and implications for education (Vol. 1(1)). Bristol: JISC.

Anderson, T., Poellhuber, B., McKerlich, R. (2010). Self-paced learners meet social software: an exploration of learners’ attitudes, expectations and experience. Online Journal of Distance Learning Administration, 13(3).

Biddle, B. J. (1986). Recent development in role theory. Annual Review of Sociology, 12, 67–92.CrossRef

Bonzo, J., & Parchoma, G. (2010). The paradox of social media and higher education institutions. In Proceedings of the 7th International Conference on Networked Learning (p. 917).

boyd, d. (2006). Friends, friendsters, and myspace top 8: writing community into being on social network sites. First Monday, 11(12).

Brown, S. A. (2012). Seeing Web 2.0 in context: a study of academic perceptions. The Internet and Higher Education, 15(1), 50–57.CrossRef

Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Cambridge: Polity Press.

Clark, W., Logan, K., Luckin, R., Mee, A., & Oliver, M. (2009). Beyond Web 2.0: mapping the technology landscapes of young learners. Journal of Computer Assisted Learning, 25(1), 56–69.CrossRef

DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., & Fiore, A. (2012). Serious social media: on the use of social media for improving students’ adjustment to college. The Internet and Higher Education, 15(1), 15–23.CrossRef

Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation. New Jersey: Lawrence Erlbaum.

Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday.

Hogan, B. (2010). The presentation of self in the age of social media: distinguishing performances and exhibitions online. Bulletin of Science, Technology & Society, 30(6), 377–386.CrossRef

Hrastinski, S., & Aghaee, N. M. (2012). How are campus students using social media to support their studies? An explorative interview study. Education and Information Technologies, 17(4), 451–464.CrossRef

Jones, N., Blackey, H., Fitzgibbon, K., & Chew, E. (2010). Get out of MySpace! Computers & Education, 54(3), 776–782.CrossRef

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59–68.CrossRef

Kol, S., & Schcolnik, M. (2008). Asynchronous forums in EAP: assessment issues. Language, Learning and Technology, 12(2), 49–70.

Koole, M. (2013). Identity positioning of doctoral students in networked learning environments. PhD Thesis. Lancaster University.

Lewis, K., Kaufman, J., & Christakis, N. (2008). The taste for privacy: an analysis of college student privacy settings in an online social network. Journal of Computer-Mediated Communication, 14(1), 79–100.CrossRef

Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘it is more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141–155.CrossRef

Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440.CrossRef

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: SAGE Publications Inc.

Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185–199.CrossRef

Nikolov, R. (2007). Towards web 2.0 schools: Rethinking the teachers professional development. In Proceedings of IFIP-Conference on Informatics, Mathematics and ICT: A golden triangle. Boston: June 27–29.

Papacharissi, Z. A. (2010). A private sphere: Democracy in a digital age. Cambridge: Polity Press.

Papacharissi, Z., & Mendelson, A. (2011). Toward a new(er) sociability: Uses, gratifications and social capital on Facebook. In S. Papathanassopoulos (Ed.), Media perspectives for the 21st century. New York: Routledge.

Robinson, L. (2007). The cyberself: the self-ing project goes online, symbolic interaction in the digital age. New Media & Society, 9(1), 93–110.CrossRef

Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (Vol. 2). Oxford: Blackwell.

Säljö, R. (2003). Ingenting överträffar samtalet. Pedagogiska Magasinet, 1(3), 16–22.

Selwyn, N. (2006). Exploring the ‘digital disconnect’ between net-savvy students and their schools. Learning, Media and Technology, 31(1), 5–17.CrossRef

Selwyn, N. (2009). Faceworking: exploring student’s education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174.CrossRef

Textalyser (2004). Bernhard Huber internet engineering company. Online software tool: textalyser.net.

Thompson, J. (2007). Is education 1.0 ready for web 2.0 students? Innovate, 3(4), 1–6.

Veglis, A. (2014). Models for integrating social networking in higher education. International Journal of Advanced Computer Science and Information Technology, 3(3), 317–326.

Warren, C. A. (2002). Qualitative interviewing. In Gubrium & Holstein (Eds.), Handbook of interview research: Context and method (pp. 83–101). California: SAGE Publications Inc.

Wikiversity (2010). Types of social media. Retrieved April 17, 2013, from http://en.wikiversity.org/wiki/Web_2.0_/TYPES_OF_SOCIAL_MEDIA.

Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). “Actually, I wanted to learn”: study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14.CrossRef

Zhao, X., Salchi, N., Naranjit, S., Alwaalan, S., Voida, S., & Cosley, D. (2013). The many faces of Facebook: experiencing social media as performance, exhibition and personal archive. In ACM Proceedings of CHI 2013. Paris, France. 1–10.

Title: The student, the private and the professional role: Students’ social media use
Authors: Pernilla Josefsson
Stefan Hrastinski
Daniel Pargman
Teresa C. Pargman
Publication date: 06-05-2015
Publisher: Springer US
Published in: Education and Information Technologies / Issue 6/2016
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-015-9403-7

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Other articles of this Issue 6/2016

VLEs, social stories and children with autism: A prototype implementation and evaluation

Virtual schools: The changing landscape of K-12 education in the U.S.

Self-regulated learning and the role of ePortfolios in business studies

Examining middle school students’ views on text bullying

Developing online learning resources: Big data, social networks, and cloud computing to support pervasive knowledge

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

Premium Partner