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dc.contributor.authorSheeran, Nicola
dc.contributor.authorCummings, Dan
dc.date.accessioned2019-01-16T04:14:29Z
dc.date.available2019-01-16T04:14:29Z
dc.date.issued2018
dc.identifier.issn0018-1560en_US
dc.identifier.doi10.1007/s10734-018-0253-2en_US
dc.identifier.urihttp://hdl.handle.net/10072/381733
dc.description.abstractEducators and researchers are increasingly interested in the benefits of using Facebook groups attached to university courses, largely around connectedness, engagement and sense of belonging. However, thus far, there have been no broad-scale investigations on the potential outcomes of course-attached Facebook groups. The current study used both within- and between-group analyses on 471 participants, in order to investigate whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups. Results indicated that students reported interacting more with unofficial than official Facebook groups. Courses with an official Facebook group had significantly greater staff connectedness compared to courses without an official Facebook group, while courses with either an official or unofficial Facebook group had a significantly higher peer relationships compared to courses without any Facebook group. Students with either an official or unofficial Facebook group had a significantly higher sense of belonging. Though students with either an official or unofficial Facebook group reported higher degree identity, this may be primarily due to the unofficial, rather than official Facebook groups; this difference may only exist in the unofficial, but not the official Facebook groups.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherSpringeren_US
dc.relation.ispartofpagefrom937en_US
dc.relation.ispartofpageto955en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalHigher Educationen_US
dc.relation.ispartofvolume76en_US
dc.subject.fieldofresearchEducation Systems not elsewhere classifieden_US
dc.subject.fieldofresearchcode130199en_US
dc.subject.keywordsFacebooken_US
dc.subject.keywordsEngagementen_US
dc.subject.keywordsConnectednessen_US
dc.subject.keywordsIdentityen_US
dc.subject.keywordsBelongingen_US
dc.titleAn examination of the relationship between Facebook groups attached to university courses and student engagementen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Applied Psychologyen_US
gro.rights.copyright© 2018 Springer Netherlands. This is an electronic version of an article published in Higher Education, Vol. 76 Issue 6, pp 937–955, 2018. Higher Education is available online at: http://link.springer.com// with the open URL of your article.en_US
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