Internet and Higher Education 15 (2012) 9–14

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Internet and Higher Education

“Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites

Katrin Wodzicki a,⁎, Eva Schwämmlein a, Johannes Moskaliuk b a Knowledge Media Research Center, Konrad-Adenauer-Str. 40, 72072 Tuebingen, b Department of Applied Cognitive Psychology and Media Psychology, University of Tuebingen, Konrad-Adenauer-Str. 40, 72072 Tuebingen, Germany article info abstract

Available online 30 May 2011 open up multiple options to add a new dimension to learning and knowledge processes. Particularly, social networking sites allow students to connect formal and informal learning settings. Students Keywords: can find like-minded people and organize informal knowledge exchange for educational purposes. However, Social networking site little is known about in which way students use social networking sites for informal learning and about Informal learning characteristics of these students. In this paper, three studies examined the study-related knowledge exchange University via StudiVZ, the German equivalent of . Results indicated that about one fifth of participants Student exchange study-related knowledge through StudiVZ and that these students are especially freshers seeking contact with other students and orientation. Consistent with previous research, it is shown that students use social networking sites mainly for social interaction and integration. However, results also imply that communication about social issues on social networking sites goes hand in hand with study-related knowledge exchange. © 2011 Elsevier Inc. All rights reserved.

1. Introduction Considering learning purposes, Roblyer, McDaniel, Webb, Herman, and Witty (2010) demonstrated that students are more likely to use The emerging use of social media such as social networking sites, Facebook for educational communication than faculty. wikis and changes our lives fundamentally and influences our This paper reports three empirical studies that examined how handling of knowledge and information (Kolbitsch & Maurer, 2006). young adults actually use social media, especially social networking There is even a discussion on whether these applications and other sites, for educational purposes outside of formal settings. Knowing technology innovations have produced significant differences be- more about their informal educational usage might help to improve tween whole generations (Oblinger & Oblinger, 2005). Terms like Net the design of educational technologies such as virtual learning Generation or Digital Natives (Prensky, 2001; Tapscott, 1997) are often communities as proposed by Chen, Chen, and Kinshuk (2009) and used to label the generation born after 1980, those people who have to connect informal and formal learning settings. been grown up with these innovations as an inherent part of their lives (Palfrey & Gasser, 2008; Tapscott, 2009). Researchers and practitioners 1.1. Social media and learning (see Bennett, Maton, & Kervin, 2008 for a critical review of this debate) argue that Net Geners possess, as a result of their early exposition to Teenagers and young adults use media to a very high extent: these technologies, more highly developed skills concerning Internet According to Caruso and Salaway (2009), 88.3% of undergraduate applications and, even beyond that, that they learn in a way that is students owned their own laptops in 2009 compared to 65.9% in 2006, fundamentally different from previous generations. An inherent and spent an average of 21.3 hours per week online. Moreover, 80.0% argument, but never proved so far, is the assumption that Net Geners of these students rated their information literacy from “very skilled” handle social media more effectively and efficiently, both for learning to “expert”. Some voices in the current debate have even demanded to and social purposes. It is especially the social networking sites – change education, in order to respond adequately to the frequent use currently the most attractive social media application – that have of social media by young people. Such a demand should, however, not become important media of communication and social interaction. simply be raised because social media is an inherent part of the life of today's teenagers and young adults. It should also be recognized whether and in which ways these applications are able to promote learning and knowledge processes. Social media provides multiple ⁎ Corresponding author. Tel.: +49 7071 979 204; fax: +49 7071 979 100. opportunities that may be exploited for learning and knowledge E-mail addresses: [email protected] (K. Wodzicki), [email protected] (E. Schwämmlein), [email protected] processes in general. This leads to an increasing use of social media in (J. Moskaliuk). formal learning settings, for example, the use of social networking

1096-7516/$ – see front matter © 2011 Elsevier Inc. All rights reserved. doi:10.1016/j.iheduc.2011.05.008 10 K. Wodzicki et al. / Internet and Higher Education 15 (2012) 9–14 sites for learning the English language (Kabilan, Ahmad, & Abidin, 1.3. Use Case StudiVZ 2010), as an information repository for a blended course (Arnold & Paulus, 2010) or as a tool to develop students' identification with a Like in the rest of the world, Facebook is the most popular SNS in learning group and the learning task (Augustsson, 2010). Germany, closely followed by StudiVZ (Alexa, 2011). StudiVZ stands Social media gives learners a chance to manipulate their learning for “Studierendenverzeichnis” (“student directory”). Launched in environment and to participate actively in the learning process 2005, it had attracted about 6 million registered users by July 2010 (Hrastinski, 2009). This might enable learner-centered designs and (according to the site operators; StudiVZ, 2011). Bearing in mind that, self-directed learning. Promoting self-directed learning is one of the statistically, there are 2 million students in Germany, nearly all most important challenges of today's educational systems, because students of German universities might have registered at that site at adaptation to rapidly changing environments is becoming more and some time. The functionality of StudiVZ is very similar to that of other more important (Schmitz, Schmidt, Landmann, & Spiel, 2007). It is SNS such as Facebook. Users create user profiles to present themselves challenging to promote self-directed learning of students with social to others, and set up a list of friends. Adapted to the target group, media in formal educational settings (Väljataga & Fiedler, 2009). these profiles include the option of entering a student's university and Moreover, social media allows a collective creation of knowledge – a matriculation date, field of study, courses, as well as a description of process in which not only the individual contributor will learn a great internships and work experience. Similar to Facebook, users of deal, but also a piece of collective knowledge will evolve (e.g., StudiVZ can write messages, chat, comment on each other's profiles, Moskaliuk, Kimmerle, & Cress, 2009). Social networking sites, in share photos, and join groups based on common interests or face-to- particular, make it easy to find like-minded people and to proactively face networks. Groups include a short group description at the top, organize knowledge exchange with them, beyond learning in lecture followed by links to group members´ user profiles, and a discussion halls and classrooms. But do teenagers and young adults really take board for communication with group members. Users can join advantage of that opportunity? existing groups or establish own groups. Groups can be open for all users or limit access to specific users. Groups are categorized in campus life, shared interests, geography, music, organisations, fun 1.2. Do teenagers and young adults use social networking sites for and folly, sports and free time, techniques and Internet, entertainment learning and knowledge exchange? and art, and premium group. There are groups with thousands of members and very small groups. StudiVZ appears to be an important Boyd and Ellison (2007, pp. 2) define social networking sites (SNS) part of students' lives and provides an outstanding opportunity for as “web-based services that allow individuals to (1) construct a public students of the same discipline to organize their own learning groups or semi-public profile within a bounded system, (2) articulate a list of and to discuss course material by establishing appropriate interest other users with whom they share a connection, and (3) view and groups. In StudiVZ, university-specific information may be exchanged traverse their list of connections and those made by others within the across academic disciplines. Consequently, StudiVZ seems to be the system.” According to this definition, SNS consist of profiles in which most suitable German application for taking a closer look at the users may present themselves to get in exchange with other users. question which group of young adults use SNS for informal learning Profiles typically include personal information like the user´s name, and information exchange. gender, hometown, group affiliations, interests, occupation, personal statements, favorite music, books or movies (Stutzman, 2006). Research on SNS so far has focused mainly on identity management, 1.4. Aims of studies including topics like self-presentation and impression formation (DiMicco & Millen, 2007; Krämer & Winter, 2008; Strano, 2008; Building on previous research on Facebook and going beyond, the Walther, Van Der Heide, Kim, Westerman, & Tong, 2008), on privacy informally organized educational usage of StudiVZ is examined. It is issues (Barnes, 2006; Gross & Acquisti, 2005), or friendship and social expected that users use StudiVZ mainly for social communication,but need fulfillment (Joinson, 2008; Livingstone, 2008).Themainreasonfor also for knowledge communication. As was mentioned above, coming together on SNS is keeping contact with friends (Ellison, previous research has shown that both aspects of communication Steinfield, & Lampe, 2007; Joinson, 2008). About half of the people exist on SNS. This research went one step further and considered the between the age of 14 and 29 use private SNS with a frequency from relationship between social and knowledge communication. In Study daily to weekly, but rather for chatting with friends than for exchanging 1, it was examined how important students perceive knowledge study-related knowledge (e.g., Fisch & Gscheitle, 2007; Fisch & communication on StudiVZ compared and in relation to social Gscheitle, 2008; Kleinmann, Özkilic, & Göck, 2008). Students around communication. Moreover, the role of groups for informal but the age of 20, with accounts on MySpace or Facebook, use these systems study-related knowledge exchange was investigated, because if “to keep in touch with old friends” (96.0%), “to keep in touch with my study-related knowledge exchange takes place in StudiVZ, then present friends (91.1%), “to post/look at pictures” (57.4%), “to make new groups might be the right place for. Therefore, Study 2 was based on a friends” (56.4%), and “to locate old friends” (54.5%). But only 10.9% follow-up survey exploring whether or not groups are used for stated that they used it “for academic purposes”, and only 12.9% listed knowledge exchange and, if they are used for, for which kind of their courses on their profiles (Raacke & Bonds-Raacke, 2008). Further study-related activity they are used. By analyzing a sample of random research on the usage of Facebook and MySpace revealed that school selected groups in StudiVZ, Study 3 further elaborated the function of and undergraduate university students form their identities by different types of groups. communication on both services, and that this promotes social To sum up, the following three research questions were addressed: integration (Greenhow & Robelia, 2009; Selwyn, 2009). SNS seem to be used mainly for socializing, and secondarily for informally organized 1) Do students communicate in StudiVZ about social issues as well as learning with peers, but only rarely or never for formal learning and study-related content? And are those students who are mainly interaction with teaching staff (Madge, Meek, Wellens, & Hooley, 2009). interested in social communication also more interested in On the whole, teenagers and young adults seem to use SNS for informal knowledge communication? (Study 1) educational purposes that means for proactive exchange with fellow 2) Do students use groups for knowledge exchange? And if yes, for students beyond the institutional context, or at least some of them do. It which kind of study-related activity are they used? (Study 2) is, however, unclear how these users may be characterized and in which 3) Which kind of groups can be differentiated in StudiVZ, and how do ways they organize the informal exchange that concerns their studies. they differ in active involvement of their members? (Study 3) K. Wodzicki et al. / Internet and Higher Education 15 (2012) 9–14 11

2. Study 1 Table 1 Predicting study-related knowledge exchange: regression results.

2.1. Method Model 1 Model 2 ββ 2.1.1. Participants A total of 774 users of StudiVZ took part in the online survey. The Frequency of being online on StudiVZ .20* .18* Number of friends −.03 −.02 link to the study was provided through mailing lists and invitation of Networking 1: stay in touch with friends −.05 students who had a StudiVZ account. The study was online during a Networking 2: find new contacts .17* four-week period between October and November 2008. The sample Entertainment −.02 2 consisted of 498 women and 276 men between 19 and 29 years Adj.R .03 .06 (M=23.03; SD=2.37), which is a typical age range for German Note. *pb0.001. students. The academic disciplines of the sample broadly represented that of all students in Germany in 2008. For example, 37% of the sample were enrolled in law, economics and social faculties, compared to 33% of all students enrolled in Germany, as reported also declared an interest in exchanging study-related knowledge. But by the German Federal Statistical Bureau in 2009; 27% of the sample neither the interest in staying in touch with friends nor in were from language-related and cultural faculties, compared to 20% of entertainment corresponded with an interest in study-related the student total; and 22% of the sample were from mathematical and knowledge exchange (Table 1, Model 2). science faculties, compared to 18% of the student total. 2.3. Discussion 2.1.2. Measures Apart from demographical data, participants were asked to state In fact, students use StudiVZ for study-related knowledge the duration of their membership in StudiVZ, how frequently they exchange, at least those users who log in frequently and look for were logged in, and the number of their friends, groups, and new contacts. Possibly, especially those students who are not yet well photographs uploaded. Study-related knowledge exchange was integrated and do not know many of their fellow students (e.g., “ measured with the item I use StudiVZ for exchanging study-related because they just started or changed the university) use StudiVZ in ” knowledge with others on a 5-point scale ranging from 1 strongly order to become more integrated and to get to know others; and disagree to 5 strongly agree. In addition, participants were asked why because their face-to-face interactions are not well established, they “ they are members of StudiVZ, providing three options: networking 1: prefer the exchange of study-related knowledge through StudiVZ. ” “ fi ” to stay in touch with friends , networking 2: to nd new contacts , So it is worthwhile to take a closer look at how StudiVZ members “ ” and entertainment: to have fun and relax on a 5-point scale ranging use that system for their study-related knowledge exchange. Apart from 1 strongly disagree to 5 strongly agree. from profiles and lists of friends, SNS provide the opportunity of establishing groups to connect and exchange with specific circles of 2.2. Results users within the network. It is assumed that groups might be the right place for knowledge exchange. They provide a forum to meet and Most of the participants (83.3%) had been registered on the site for discuss for students with similar interests or courses. In Study 2, a more than 12 months; 14.1% of the participants between 1 and questionnaire was implemented to find out more about the use of 12 months and 2.6% less than 1 month. About half of the participants such groups in StudiVZ for knowledge exchange – whether they are (52.8%) said that they were online on StudiVZ every day compared to used at all for that purpose, and in which ways. Particular attention 29.3% who indicated they were online weekly, and 17.9% who was paid to the role of newly enrolled students (i.e., freshers) in such indicated they were online less frequently. On average, the partici- groups – are they outstandingly active? pants had 91 friends on StudiVZ (SD=64.59), were members of 26 groups (SD=24.69), and had uploaded 52 photographs (SD=97.91). 3. Study 2 Consistent with research on other SNS, participants were hardly interested in study-related knowledge exchange (M =2.25; SD=1.19). Looking at this point in more detail, only 18.9% of the 3.1. Method participants agreed or strongly agreed on that item compared to 63.1% who disagreed or strongly disagreed; and, consistent with former 3.1.1. Participants research, most of them answered that they were members of StudiVZ Those participants from Study 1 who agreed to take part in further in order to stay in touch with friends (M=4.57; SD=.90). In addition, online studies were invited to participate in a follow-up study on entertainment was an important motivation (M=3.37; SD=1.21), functions of StudiVZ groups. One-hundred-forty university students while finding new contacts was considered less important (M=2.26, followed the invitation, comparable in gender distribution and age to SD=1.12). the sample in Study 1 (33 men and 107 women; age: M=23.11; To examine whether those users who were interested in social SD=2.47). communication were also interested in knowledge communication, is was tested whether the motivation for using StudiVZ for networking 3.1.2. Measures and entertainment purposes predicted the interest in exchanging This online survey consisted of questions about why students join study-related knowledge. First, the effect of the frequency of being StudiVZ groups, how they find them, and for what form of study- online on StudiVZ and the number of friends was considered: related exchange they use them. To identify StudiVZ groups that Regression analysis revealed that those participants who had been matter the most to the students, users were firstly asked to indicate online more frequently had been more interested in exchanging their favourite group which was described as the group they like the study-related knowledge, while the number of friends did not relate most. Secondly, they were asked for their most active group which was to the interest in such an exchange (Table 1, Model 1). This effect described as the group in which they most actively take part in. These persisted when specific motivations for networking and entertain- two categories were introduced to examine the difference between ment were introduced (Table 1, Model 2). Beyond that, the more the groups students like and the groups students are actively involved participants were interested in finding new contacts, the more they in. 12 K. Wodzicki et al. / Internet and Higher Education 15 (2012) 9–14

After entering the name of their favourite group in a text field, Table 2 participants rated their perceived importance of knowing other group Categorization of the most favourite and most active group in social and statement groups. members (“I am interested in who the other group members are”) and their interest in an exchange with members of this group (“Iam Social groups Statement groups Total ” looking for exchange with other group members ) on a 5-point scale Favourite group 23 53 76 ranging from 1 do not agree at all to 5 strongly agree. The same Most active group 58 12 70 procedure was applied concerning the most active group. Total 81 65 146

3.2. Results studies, and of these 14 were groups of freshers. Because study-related knowledge exchange is particularly interesting, the 26 groups that had When asked why they join groups, 60.0% of the participants to do with studies were considered in more detail: Participants who answered that they wanted to find like-minded people (they agreed stated that a fresher group was their active group were compared with or strongly agreed on the 5-point scale). Exchange with other users participants who referred to another study-related group as their most only played a minor role: Only 35.0% of the participants agreed or active group, with emphasis on their interest in the different forms of strongly agreed to this item. The most popular strategy to find study-related exchange. Those participants who were most active in interesting groups was browsing through the profiles of friends: 67.8% fresher groups showed only a slightly higher interest in discussion of of the participants agreed or strongly agreed here. Fifty-two point more general topics concerning their studies, t(17)=1.73, p=.10,buta nine percent of the participants agreed or strongly agreed to use the significantly higher interest in informally exchanging course material, group-search function to search for specific topics. However, preparing for exams, and in-depth discussion of course-relevant topics, t participants not only searched for groups that matched their interests, (20)=2.61, p=.02; t(24)=4.54, pb.01; and t(22)=3.38, pb.01, 54.7% of them had created at least one group by themselves. respectively. Means and standard deviations are shown in Table 3. As to study-related knowledge exchange in StudiVZ groups, 31.9% of the participants agreed or strongly agreed to use such groups for 3.3. Discussion discussion of more general study-relevant topics, followed by 19.6% who agreed or strongly agreed to exchange course material, 14.6% Study 2 showed that about one third of the participants are, in fact, who agreed or strongly agreed to prepare for tests or exams, and 8.6% interested in discussing general study-related topics, and about one who agreed or strongly agreed to use groups for in-depth discussion fifth in exchanging course material. This interest in exchanging course of course-relevant topics. material mirrors the interest in study-related knowledge exchange – Favourite and most active groups differed clearly in the extent to also one fifth – of the participants in Study 1. Compared to favourite which their participants were interested in who the other group groups created or joined mostly on the basis of some statement, most members are: Participants were less interested in who the other active groups are mainly social groups based on some common group members are in favourite groups (M=2.93, SD=1.51) than in interest, or originating in some real-life group. But only approximately most active groups (M=3.45, SD=1.45), t(121)=−3.48, pb.001. half of these groups have anything to do with studies. In the study- The same pattern was found for interest in exchanging knowledge related groups, it is especially the participants of fresher groups who with other group members: Participants were less interested in are highly interested in exchanging course material, preparing for exchanging knowledge in favourite groups (M=2.83, SD=1.55) than exams, and in-depth discussion of course-relevant topics. This in most active groups (M=3.72, SD=1.34), t(120)=−6.71, pb.001. underlines that interest in using StudiVZ for study-related knowledge A StudiVZ-specific phenomenon – which became obvious while exchange might depend on the stage that students have reached in considering group names that had been entered – is the fact that their course, and that especially newly enrolled students who have “groups” in this context are not only based on common interests or not yet established other channels of exchange with peers like using originated by real-life groups, but that their names are also used to StudiVZ for that purpose. make a specific statement. It has been mentioned before that, usually, To validate the results concerning the function of StudiVZ groups, user profiles include a list of the groups a user joins. Thus, it is possible Study 3 was carried out, in which a sample of groups in StudiVZ was that some groups are only used for self-presentational purpose. To randomly selected and analyzed. differentiate between StudiVZ groups that are based on a common interest or originated by real-life groups (which will be referred to as social groups) and groups that are used to make a statement (which 4. Study 3 will be referred to as statement groups), two independent raters coded all named favourite and most active groups as being either a social 4.1. Method group or a statement group based on the group name which had been entered by a participant. Examples of groups categorized as social 4.1.1. Procedure groups are “Ireland lovers”, “British music club”, and "Freshers Law The study was based on data about StudiVZ groups that had been 2007"; Examples of groups categorized as statement groups are “I live registered by April 2009. Using the group search and sort functions, in my own world, but it's okay they know me there”, “Actually, I one by one the letters of the alphabet were entered, and for each letter wanted to learn”, and “I have a motivation problem until I have a time problem”. Agreement between raters was 88.6%; those groups on Table 3 which they did not agree were excluded from further analysis. Mean differences in interest in study-related knowledge exchange (most active group only). The count of social category groups and statement groups revealed that out of a total of 146 named groups, 81 were social groups. When Fresher Other study- distinguishing between favourite and most active groups, it became groups related groups (n=14) (n=12) obvious that favourite groups are mainly statement groups (69.7% of all favourite groups), whereas most active groups are mainly social MSDMSD groups (82.9% of all most active groups). Absolute values are shown in Discussion of more general study-related topics 4.29 0.99 3.33 1.67 Table 2. Exchange of course material 4.14 1.23 2.58 1.73 A closer look at the 58 most active groups that were classified as Preparing for exams 3.71 1.27 1.67 0.99 In-depth discussion of course-relevant topics 2.79 1.25 1.42 0.79 social groups revealed that 26 of them had something to do with K. Wodzicki et al. / Internet and Higher Education 15 (2012) 9–14 13 the top five groups with most members, as well the top five groups whom they have met in courses. So, possibly, StudiVZ as a platform for with most contributions were selected (as automatically counted and study-related knowledge exchange is more important for users at the mirrored in StudiVZ); consequently, the list included a total of 260 beginning of their academic studies, when they hardly know anyone groups. Multiple entries were excluded, and so were groups with less at the university and need some guidance into how things work there. than three members and groups with more than one million Further research should examine whether the centrality and inclusion contributions. At least 175 groups were analyzed. in the students' community (Dawson, 2008) is the driving force behind using SNS for study-related exchange. 4.1.2. Classification of groups The results also show that it is necessary to differentiate between As in Study 2, based on group names, the groups were categorized various options enabled by social media, the intended use of those as social groups or statement groups. Agreement between raters was applications, and what users actually make of it. Although the group 89.7%; groups on which they did not agree were excluded from function enables to make statements in StudiVZ, this way of using it further analysis. may not have been intended. The group function, moreover, enables, and is explicitly intended for organizing more or less study-related fi 4.2. Results exchange with speci c other members of StudiVZ, but it is not always used in that way. Consequently, even if software developers and Classification of group names and group descriptions revealed 87 educationalists intend that students use social media, and create such social groups and 62 statement groups. Eight groups were not an application explicitly for an educational purpose, it might not be – – classifiable. Social groups had significantly fewer group members used that way. Or the other way round even if an application might (M=1755.68, SD=5502.40) than statement groups (M=20026.31, not be intended to be used for educational purposes, it might still be – – SD=35670.67). When considering the relative number of contribu- useful and used informally in that way. tions per member, the difference was quite the reverse, in that social The present research has some minor limitations. As to generaliza- groups have a higher contribution rate per member (M=37.60, tion of the results, the samples of Study 1 and Study 2 had a bias towards SD=103.37) than statement groups (M=0.62, SD=2.43). women: 64.34% of participants of the sample were women compared to A closer look at 87 social groups revealed that among these 37 45.62% of all German students, as reported by the German Federal (42.5%) were study-related groups. Ten of these were groups of Statistical Bureau, 2009. This is a frequently found overrepresentation of freshers. What is particularly interesting here is a comparison women in voluntarily surveys. Moreover, the high variance in Study 3 is fi between fresher groups and other study-related groups (see a problem that is not uncommon with eld data collected through the Table 4): Fresher groups have a smaller number of members, but Internet. Finally, all data are cross-sectional, so causal interpretations higher contribution rate per member. In these groups of new students, should not be made. Nevertheless, the results were consistent across there was an amazingly high average contribution rate of about 66 three studies that used different methodological approaches. Further contributions per member. research should consider in what sense SNS promote social integration of students and, in this way, the success of their studies. Moreover, we need to know more about the importance of SNS at different stages of a 4.3. Discussion student's course of study. The relatively low percentage of study-related activities on a SNS The results of Study 3 confirm results of Study 2: About half of the such as StudiVZ which is specifically addressed to students, and the randomly selected groups were social groups, based on common fact that students in later stages of their study are less interested in interest or originated by real-life groups, and about half of these were exchanging study-related knowledge through such a platform, leads study-related. Furthermore, it was again the fresher groups that were to another question: Are SNS really an appropriate technology to characterized by a higher activity rate. support knowledge processes? On the one hand, according to the definition of SNS, profiles are the main content. In the first place, 5. Conclusion interpersonal bonds between users are promoted, but not collabora- tive work and discussion of academic content. On the other hand, StudiVZ is mainly used for social communication, like chatting social networking technology is one that students are familiar with with friends. Although communication in StudiVZ, in most cases, is and it would be worthwhile to think about how to promote informal rather unrelated to studies, it might have an important function for learning activities in those applications that students already use in promoting social inclusion in the students' everyday lives, and in this their daily lives. No other social media application is used actively by way it might also play a role for the success of their studies. However, so many young people. Moreover, SNS permit, in principle, the what all three studies have demonstrated consistently is that study- integration of other social media application such as wikis or blogs, fi related knowledge exchange plays a relevant role for about a fth of and in this way to build learning allowing collaboration and the sample of StudiVZ users who took part in the study, and that knowledge exchange. Although teenagers and young adults do not fi study-related knowledge exchange occurs in about one fth of the seem to be inclined to use SNS for formal education, this research considered StudiVZ groups. It seems that particularly freshers are suggests that informal knowledge exchange might be welcome. using StudiVZ as a platform for an exchange on study-related topics. They will give each other some orientation in their new environment at university, share first experiences and get to know other students References

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