Students Perception Towards Social Networking Sites Essay Example

beliefs about using Facebook in Advertising, Law, Nursing, and Creative Industries courses. It is important to note that participation on Facebook was voluntary and not assessed as part of the identified courses. The paper begins by describing the methodology used in the study and then presents findings from interviews with ten diverse students aged between 18 to 47 years. The paper also includes relevant literature and acknowledges limitations of the study while providing suggestions for future research (Kvale 1996; Strauss & Corbin 1990).The study included both domestic and international students with different academic backgrounds. The interviews were recorded and transcribed for analysis using the continuous comparison method proposed by Strauss & Corbin (1990) to identify emerging themes. This research paper highlights a cautionary note from Hargittai (2008) about the assumption that internet users are actively engaged with new media technologies like social networking sites (SNSs). However, educators often assume that their students, especially younger ones, are actively involved in these technologies. Interestingly, not all interviewees had a personal history on Facebook when they enrolled in a subject that used it. One participant stated, "I wasn't really a member of Facebook at the time so I didn't interact there" (001.F. 20 years.Domestic). Additionally, it was observed that Facebook is less popular in China compared to Australia: "Facebook in China is not that popular as in Australia" (017.F. 25 years.International). Some interviewees assumed that everyone knew what Facebook was and could easily create an account if they didn't already have one: "It was just kind of assumed that everyone knew what Facebook was and they could easily set themselves up an account if they didn't already have

one" (018.F. 27 years.Domestic).One interviewee mentioned that they didn't have enough time to create a personal Facebook account, so they chose not to join: "I didn't feel I had time to develop my personal Facebook so I didn't join" (019.M. 47 years.International). The incorporation of new technologies like Facebook into education is crucial for students to comprehend their respective subjects. Students' understanding of the purpose of Facebook in their subject may have influenced their decision about participation: "To get us more involved, if we didn't understand anything...another way for us to stay in contact...There was material about work experience" (007.F. 19 years.Domestic). The lecturer utilized Facebook as a means to share extra materials that could enhance the learning experience: "He provided materials on Facebook for those who wanted extra supporting materials regarding case studies" (08.M. 19 years.Domestic). One interviewee had doubts about the purpose of Facebook: "I was not certain of its purpose" (010.M. 18 years.Domestic). These quotes indicate that not all students recognized the relevance or purpose of using Facebook in their subject. According to Daniels Lee (2009), students might be uncertain about the relevance of technology in various contexts involving new technologies. Merely employing technology as a solution doesn't guarantee that students grasp its purpose.Being a part of the subject's Facebook site, which is popular among Millennials, can generate excitement and encourage participation among students and academic staff in face-to-face tutorials or lectures. However, I felt like I might be missing out on something because there was no mention of Facebook in my tutorial. The lecturer briefly mentioned it as an optional thing and asked who had a Facebook account. In our first

discussion, the lecturer also brought up creating a Facebook page and showed appreciation to those who contributed material through Blackboard stations. Utilizing social networking sites such as Facebook can help foster engagement among students and provide chances for friendship formation within our university community. It is important to note that these friendships may not necessarily result in face-to-face interactions, as some participants have mentioned. One student shared that they made friends on Facebook without meeting in person because text communication was more convenient for them. Another participant expressed concerns about wasting time chatting excessively and not knowing others' true identities on Facebook. Our research also indicates that teaching staff's accessibility is perceived to increase on Facebook, although this can vary among individuals.One participant observed that the lecturer's communication on Facebook was more informal compared to other channels like Blackboard or traditional lectures, which made the lecturer seem more approachable and reduced the professional barrier. The reader feels closer to the lecturer through Facebook and considers them a friend, but still recognizes the importance of maintaining a formal level of interaction and not treating the lecturer as a sibling. These statements reflect various opinions on Chu and Meulemans' (2008) findings that students are generally uninterested in using social networking sites (SNS) to communicate with their lecturers or view them as friends. Additionally, according to individual 017, international students may find Facebook a suitable platform for more engaged contact with their teaching staff, especially if they tend to be quieter during face-to-face activities (Orr et al., 2009). Shy or introverted individuals have been found to have more positive attitudes towards SNSs like Facebook (Orr et al., 2009).

In the article "I Am What I Post", Kramer and Winter (2008) and Tong et al.(2008) argue that Facebook allows people to share information about themselves through text and photos, which are then evaluated by others who access their profiles. When considering integrating SNSs into academic subjects, it is important to address appropriate pupil behavior on a subject's website.Evidence from ANZMAC 2009 suggests that students' Facebook sites are a concern for self-presentation. Participants express thoughts on judging others based on profiles and feeling embarrassed by certain images (ANZMAC, 2009). Kramer and Winter (2008) also found that extraverted participants tend to display themselves less conservatively on their sites. Participant 017 raises concerns about how others present themselves on web sites in multicultural Australian universities. There is disagreement among students regarding whether faculty members should pay attention to how students use their Facebook page for emotional guidance or self-image when it can be seen by other students. In my opinion, faculty members should primarily focus on minimizing discrimination as anything beyond that would violate personal autonomy and appearance. The presence of rules on what can and cannot be done on Facebook is seen as unnecessary and discouraging to users, especially if it is optional. QUT does not have a responsibility to protect individuals' Facebook pages or ensure their security settings are in place to prevent issues caused by others viewing their uploads.There is skepticism surrounding the use of Facebook in academia, as one student sarcastically remarked that it is solely for staying connected with "your generation." Some believe that universities shouldn't try to appear trendy by using Facebook, which supports Chu and Meulemans' (2008) findings that students

question the motivations behind academics utilizing social networking sites, such as fitting in (p.77). Our study also found that students think universities are using new media technologies to attract Millennial Generation students to their programs. This perception of cynicism towards universities promoting themselves through new media is surprisingly not present in existing literature. Additionally, there were strong opinions on differentiating between social and university spaces and how technologies are perceived within each space. One participant expressed concerns about incorporating educational content on Facebook since it primarily serves as a platform for personal and social interactions rather than academic pursuits. Therefore, using Facebook for university subjects may not be suitable. When using Blackboard, individuals of all ages and backgrounds have a consistent experience (010.M. 18 years old.Domestic). This aligns with Chu and Meulemans' (2008) findings that students generally prefer specific technologies for particular tasks in university settings.Students generally prefer using email instead of social networking sites when communicating with professors. These findings have implications, limitations, and provide guidance for future research. However, there is limited research on integrating social networking sites (SNSs) and other new media technologies into academic instruction at present. Consequently, faculty members lack clear direction in this area. Our study aims to fill this gap by exploring students' perceptions, opinions, and attitudes towards these integration efforts. Though our findings are concise, they offer valuable insights for incorporating SNSs into academic subjects. It is important to note that the small sample size of our study may limit its generalizability. Nevertheless, the findings encompass diverse perspectives from various modules and subject areas where Facebook has been used. As a result, these exploratory findings provide a

comprehensive view of emerging issues. To enhance the generalizability of our findings, conducting similar research across multiple universities would be advantageous. The results indicate several potential avenues for future research on SNS usage in academic subjects.
The text discusses a study that aims to explore the impact of a Facebook site on students' sense of community in specific topics or subjects. The study also examines the level of bonding among students on social networking sites and how these connections influence their offline relationships. Additionally, the research investigates how individuals present themselves on Facebook compared to their classmates and how others perceive them. Moreover, it assesses the effect of these self-presentations on real-life interactions among students.The text explores the potential effects of social networking sites on college experiences, particularly in large classes. It includes various sources in that discuss topics such as impression management within social networking sites (Kramer & Winter, 2008), qualitative research interviewing (Kvale, 1996), the influence of shyness on Facebook use (Orr et al., 2009), grounded theory procedures and techniques for qualitative research (Strauss & Corbin, 1990), the relationship between number of friends and interpersonal feelings on Facebook (Tong et al., 2008), and e-learning through platforms like Second Life (Wood et al., 2008). The text also mentions how these platforms can foster a sense of community and engagement among virtual friends.On page 6 of ANZMAC 2009, several papers and works are mentioned. These include Barker.V.'s paper from 2009 titled "Older teenagers' motives for social networking site usage: The influence of gender, group identity, and collective self-esteem" in the "CyberPsychology & Behavior" journal; Berge.Z.L.'s paper from 2008 titled "Changing teachers' roles in virtual worlds"

in the "Quarterly Review of Distance Education"; Boyd, D. M., & Ellison, N. B.'s paper from 2008 titled "Social web sites: Definition, history, and scholarship"; Campbell,C.'s paper from 2009 titled "Learning in a different life: Pre-service instruction pupils utilizing an on-line practical universe"; Chu,M.,&Meulemans,Y.N.'s paper from 2008 titled "The problems and potential of MySpace and Facebook use in academic libraries"; Daniels Lee,P.'s paper from 2009 titled "Using Second Life to teach operations management"; and Hargittai,E.'s work called 'Whose space? Differences among users and non-users of social web sites'.