CoChat
Sign Up
Cited by 1,157Educational Technology in LearningImpact of Technology on AdolescentsOnline and Blended Learning

The DOI matches its Crossref record; 25 of the 26 references it cites were found in a registry or an index.

Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’

Open access
Madge, Clare, Meek, Julia, Wellens, Jane, Hooley, Tristram·2009·Learning, Media and Technology
DOI 10.1080/17439880902923606
Open this paper in CoChat — free accountOpen PDF

Abstract

Whilst recent studies suggest that over 95% of British undergraduate students are regularly using social networking sites, we still know very little about how this phenomenon impacts on the student experience and, in particular, how it influences students’ social integration into university life. This paper explores how pre‐registration engagement with a university Facebook network influences students’ post‐registration social networks. Research was conducted with first year undergraduates at a British university using an online survey. Students reported that they specifically joined Facebook pre‐registration as a means of making new friends at university, as well as keeping in touch with friends and family at home. The survey data also illustrate that once at university, Facebook was part of the ‘social glue’ that helped students settle into university life. However, care must be taken not to over‐privilege Facebook: it is clearly only one aspect of students’ more general social networking practices and face‐to‐face interrelationships and interactions remain important. Students thought Facebook was used most importantly for social reasons, not for formal teaching purposes, although it was sometimes used informally for learning purposes.

Overview

Integrity signals

Registry

Crossref · 10.1080/17439880902923606

Cites

25 of 25 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 26 references

Research works printed but not linked: 14

  1. Acquisti A., Proceedings of 6th Workshop on Privacy Enhancing Technologies, 36
  2. Boyd D., 2007, MacArthur foundation series on digital learning – Youth, identity, and digital media volume, 119
  3. Boyd D., 2007, Knowledge Tree, 13
  4. Boyd D., 2007, Apophenia Blog Essay
  5. Dwyer C., Paper presented at the proceedings of the 13th Americas Conference on Information Systems
  6. Hewitt A., Paper presented at the CSCW Conference
  7. Hodgkinson T., 2008, Guardian Online
  8. Kim K., 2007, Journal of Computer‐Mediated Communication, 13
  9. Lampe C., Paper presented at the proceedings of the 2006 20th anniversary conference on computer supported cooperative work
  10. Mitrano T., 2006, EDUCAUSE Review, 41, 16
  11. Mori I., 2007, Student Expectations Study 2007
  12. Selwyn N., Paper presented to the Pole 1.0 – Facebook social research symposium
  13. Thelwall M., 2008, Association for Learning Technology Online Newsletter
  14. Wellens J., social integration and differentiation

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Madge, C., Meek, J., Wellens, J., & Hooley, T.
Affiliations
  • University of Leicester (GB)
  • b Lifecycle Consultancy , Monmouth , UK
  • University of Nottingham (GB)
  • d Vitae , Careers Research & Advisory Consultants (CRAC) , UK
Corresponding author
Madge, Clare
ORCID
Venue
Learning, Media and Technology
Publisher
Informa UK Limited
Published
2009-06
Volume
34
Issue
2
Pages
141-155
ISSN
  • 1743-9884 (ISSN-L)
  • 1743-9892
DOI
10.1080/17439880902923606
OpenAlex
W2020893876
Cited by
1,157
References
26
Citations by year
2026: 7 · 2025: 15 · 2024: 18 · 2023: 21 · 2022: 35 · 2021: 58 · 2020: 65 · 2019: 70 · 2018: 71 · 2017: 96 · 2016: 104 · 2015: 147 · 2014: 139 · 2013: 136 · 2012: 102
FWCI
154.15
Type
journal article
Language
en
Open access
Locations
  • Learning Media and Technology (publishedVersion)
  • Figshare (submittedVersion, cc-by)
  • Leicester Research Archive (University of Leicester) (submittedVersion)
Funders
  • University of Leicester
  • University of Nottingham
Topics
  • Social Sciences › Education › Educational Technology in Learning
  • Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
  • Social Sciences › Education › Online and Blended Learning
Keywords
Facebook, social networking sites, social integration, informal learning, first-year undergraduates, college student experience, social networks, face-to-face interaction

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review