University students face-up to their informal learning practices and cognitive learning strategies with Facebook

Abstract

This paper explores student Facebook use and practices for informal learning. Data was obtained from an online discussion group with 15 students at the University of South Australia, as well as drawing upon student Facebook Wall activity. This research found that most students believed Facebook was a distraction and source of procrastination during study. Students fell into three groupings of student-initiated access to Facebook during study: Open Access, Restricted Access and Closed Access. Students employed cognitive learning strategies to control their access to Facebook and minimise the site as a distraction, as well as strategies to assist their learning. These findings suggest whilst there are associated advantages, use of Facebook for formal learning may pose implications for student productivity. However, explorations of student cognitive learning strategies in such contexts may assist to inform about successful learning practices.