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People tend to know what behavior is expected of them in specific, familiar settings. A script is a person’s knowledge about the sequence of events expected in a specific setting (Schank & Abelson, 1977). Essentially, scripts are a particular kind of schema, one containing default values for the features within an event. In the restaurant example, the script's features include the props (e.g., tables, menu, food, and money), the roles to be played (e.g., customer and waiter),...
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Peering into the Dynamics of Social Interactions: Measuring Play Fighting in Rats
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Peer group social media interactions within a blended learning space.

David P Smith1, Sophie M Pearce1, Iosif Giechos1

  • 1School of Biosciences and Chemistry, Sheffield Hallam University, Sheffield, S1 1WB, U.K.

Emerging Topics in Life Sciences
|January 21, 2026
PubMed
Summary

Undergraduate students use social media for peer-to-peer learning in blended environments, forming digital networks during in-person sessions. Educators should guide early group formation to enhance motivation and learning, ensuring inclusivity.

Keywords:
digital learning spacesgroup formationpeer-to-peer interactionssocial mediastudent engagement

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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.