Peer group social media interactions within a blended learning space.

Area of Science:

• Educational Technology
• Social Media in Education
• Higher Education Pedagogy

Background:

• Blended learning environments necessitate effective peer-to-peer interactions.
• Social media platforms are increasingly integrated into student communication and learning.
• Understanding student-led digital network formation is crucial for optimizing learning experiences.

Purpose of the Study:

• To explore how undergraduate students form and engage in peer-to-peer social media interactions.
• To identify platforms, interaction types, and impacts on student experience in a blended learning context.
• To analyze the role of physical spaces in initiating digital peer networks.

Main Methods:

• Questionnaire responses from 158 undergraduate students.
• Focus group data from 12 participants in Biosciences and Chemistry.
• Application of the 'Forming, Storming, Norming, Performance' framework to digital peer networks.

Main Results:

• WhatsApp, Snapchat, and Instagram are primary platforms for discussing coursework.
• Social media groups often initiate during face-to-face sessions, indicating the importance of physical proximity.
• Students reported increased motivation, attendance, and learning, but exclusion posed engagement barriers.
• A dynamic interplay exists between large cohort and smaller peer groups, serving distinct functions.

Conclusions:

• Early facilitation of digital group formation by educators is essential for inclusive and effective blended learning.
• Clear guidance is needed to prevent misinformation within student-led social media groups.
• Digital peer networks significantly impact student motivation, attendance, and learning outcomes.