Centralising first year students' voices: Analysing Facebook status updates
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Understanding how students experience their first year of higher education (FYHE) is an essential component of sophisticated transition curriculum design. Contemporary student voice is largely absent from the research which informs third generation FYHE research. Social network sites (SNSs) are a tool for adding student voice to the development of transition pedagogy. This paper reports on how one study gathered student experiences using the social network site, Facebook. By using research that archived the status updates of 26 first year students, this paper explains and justifies the use of phenomenography as a conceptual framework and research approach for dealing with social network site data. This paper also reports, in part, on the findings of a longitudinal study sought to understand the transition experiences of the participants throughout 2011. The potential of research using social network site data for transition curriculum design and future research is discussed.
Proceedings of the 17th International First Year in Higher Education Conference
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Curriculum and Pedagogy Theory and Development