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.¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 41 per cent agreed or strongly agreed they would not like tutors to contact them via Facebook for formal teaching purposes. → Clare Madge 2008 q2 i? In future-contact questions, majorities opposed staff contact for teaching, marketing, pastoral and administrative purposes, with administrative matters attracting the least acceptance (33 per cent yes). → Clare Madge 2008 (2)

Evidence¶

Clare Madge 2008¶

Clare Madge, Julia Meek, Jane Wellens, Tristram Hooley. (2008). Facebook, social integration and informal learning at University: 'It is more for socialising and talking to friends about work than for actually doing work'. https://doi.org/10.1080/17439880902923606

q2 · i? · associational · r2

Survey item on tutor contact: "41 per cent of respondents agreed or strongly agreed that they would not like tutors to contact them via Facebook for formal teaching purposes"; on whether tutors' Facebook use is inappropriate, 20 per cent agreed and 36 per cent disagreed.

"41 per cent of respondents agreed or strongly agreed that they would not like tutors to contact them via Facebook for formal teaching purposes ."

Clare Madge 2008 (2)¶

Clare Madge, Julia Meek, Jane Wellens, Tristram Hooley. (2008). Facebook, social integration and informal learning at University: 'It is more for socialising and talking to friends about work than for actually doing work'. https://doi.org/10.1080/17439880902923606

q2 · i? · associational · r1

Table 1 summarises opinion on University administration contact via Facebook: teaching 42 per cent yes, marketing 46, pastoral 47, administrative 33. "only one third were happy to be contacted for administrati ve matters."

"Just under half of the respondents considered it to be acceptable for University of staff to be contacting them for teaching, marketing or pastoral matters but only one third were happy to be contacted for administrati ve matters."

Discussion¶

Related Claims¶

• Facebook use in higher education is associated with increased teacher-student and student-student interaction — reports the opposite
• Facebook is used in myriad ways as an educational instrument for learning and teaching in higher education — related
• First-year students used Facebook mainly for social purposes and only secondarily for informal student-to-student academic purposes, rarely for formal teaching. — related
• A quarter of first-year students reported their academic work was often or very often adversely affected by time spent on Facebook. — related
• Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio — related
• Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum — related
• Facebook use in higher education is associated with improved performance, convenience of learning and higher engagement — related
• Facebook acted as part of the 'social glue' helping first-year students settle into university life, though most students did not see it as crucial to overcoming loneliness. — related