Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Student-to-student communication in informal social network spaces passes a hidden curriculum from student-to-student rather than professor-to-student, supporting professional development vital to the program. → Gray 2014

Evidence¶

Gray 2014¶

Gray, C. M., & Howard, C. D. (2014). Designerly talk in non-pedagogical social spaces. Journal of Learning Design, 7(1), 40-58. https://doi.org/10.5204/jld.v7i1.153

q2 · i? · the article prints no effect size for this finding · qualitative · r2

Analysis of five Facebook groups in an HCI/d Master's program found student-created communication structures that guided the student experience alongside formal instruction. The social network "supported a type of professional development that was vital to the success of the overall program."

"These conversations exemplified a hidden curricula within a design program where numerous opportunities to interact with other students in a quasi-professional way supported learning."

Discussion¶

Related Claims¶

• Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum — possibly the same claim (merge candidate)
• Social network site participation enables design learning that breaks the confines of space and time, including pre-enrollment learning and asynchronous ethical discussion — related
• Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion — a narrower finding that bears on this claim
• Students transition between student and proto-professional roles in informal SNS discourse, bridging learning and design practice — related
• Facebook use in higher education is associated with increased teacher-student and student-student interaction — a broader claim this one bears on
• Facebook is used in myriad ways as an educational instrument for learning and teaching in higher education — a broader claim this one bears on
• First-year students used Facebook mainly for social purposes and only secondarily for informal student-to-student academic purposes, rarely for formal teaching. — related
• Students were generally opposed to tutors contacting them via Facebook for formal teaching, though a majority saw some role for departmental and module-level administrative uses. — related
• Schools and teachers unintentionally communicate identity messages to adolescents through the hidden curriculum — related