Abstract
Online universities utilize academic social networks to build connections among students, faculty, and alumni through affinity groups. This study explored how students interact in academic social networks, who they collaborate with, why they use academic social networks, and how this influences their educational experience. This qualitative, interpretive, phenomenological study explored the lived experiences of six online higher education students reporting active participation in an academic social network. Three core themes emerged from data analysis: (a) acceptance and belonging; (b) self-validation; and (c) drawing from multiple perspectives describing how academic social networking communities are formed, why students are using them, and what this means to online higher education. The essence of academic social networking as it relates to self-actualization is discussed, with insights for educational leaders regarding the use of academic social networking and affinity groups in online higher education.
Highlights
Despite the sharp increase in enrollment in online learning over the past few decades, retention continues to be one of the greatest challenges educators face in distance education (Oregon, et al, 2018)
Empirical research is limited in providing institutions with insights regarding the benefits or drawbacks of such a social medium (Liu, et al, 2010; Rajagopal, et al, 2012), despite finding that students with a stronger sense of social presence and community have a higher satisfaction with their learning experience (Akyol et al, 2008) which in turn may have a positive impact on student retention
One overarching and exploratory research question was used to guide the study: What meaning does the experience of academic social networking hold for online higher education students?
Summary
Despite the sharp increase in enrollment in online learning over the past few decades, retention continues to be one of the greatest challenges educators face in distance education (Oregon, et al, 2018). Students report feeling more engaged in online learning when utilizing various technologies (Educause Center for Applied Research, 2010) Communication mediums such as social networks attract millions of users and allow for a unique social experience that defies space and time. Empirical research is limited in providing institutions with insights regarding the benefits or drawbacks of such a social medium (Liu, et al, 2010; Rajagopal, et al, 2012), despite finding that students with a stronger sense of social presence and community have a higher satisfaction with their learning experience (Akyol et al, 2008) which in turn may have a positive impact on student retention. Three broad sub-questions were utilized to draw out the data needed to cover the context of the phenomena of the study (Smith et al, 2009)
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