Herholz, Hendrik (2023) Social Media, Connectedness, and Students’ Learning Experiences. Bachelor thesis, Psychology.
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Abstract
The possible impact of social media on learning is a widely researched field. The connectedness within social media and its influence on learning has however not been extensively researched. This qualitative study therefore sought to investigate both possible influences by conducting interviews with four different students from the University of Groningen. Participants were of relatively diverse European origin and a similar age-range. Using an inductive overall analysis with a phenomenological approach, four themes were created: (1) General learning outcomes, (2) Distractions, (3) Problems and opposing tactics, and (4) Tools for academic learning. Students generally felt that social media can help with their learning and social connections, if used properly. Nonetheless, cycles of distraction were quick to appear and hinder learning outcomes by reducing attention and motivation. Even though social connectedness was not mentioned directly as a possible mediator for academic experiences, it might help indirectly by strengthening interpersonal student bonds. Overall, this study confirms previous research findings of social media having mixed results on students’ learning experiences. Furthermore, it provides necessary data on the relationship between connectedness and learning. Finally, the Limitations, Strengths, and Implications for future research are addressed within. Keywords: Social media, Social connectedness, Learning, University students, Qualitative research, Phenomenological study
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Psaros-Andriopoulos, T. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 07 Mar 2023 14:14 |
| Last Modified: | 07 Mar 2023 14:14 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/1774 |
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