Actual friends matter: An internet skills perspective on teens' informal academic collaboration on Facebook

M. Laeeq Khan; Donghee Yvette Wohn; Nicole B. Ellison

doi:10.1016/j.compedu.2014.08.001

Actual friends matter: An internet skills perspective on teens' informal academic collaboration on Facebook

M. Laeeq Khan, Donghee Yvette Wohn, Nicole B. Ellison

Informatics

Research output: Contribution to journal › Article › peer-review

50 Scopus citations

Abstract

Social media platforms such as Facebook enable adolescents to collaborate on academic activities, but this kind of participation may require a set of higher-order Internet skills. This study explores the factors that predict informal academic collaboration on Facebook, such as seeking help, discussing schoolwork, and finding class-related resources. Based on survey data collected from high school students (N = 690), we found that academic performance, perceived support from 'actual' Facebook friends, higher order Internet skills (especially information seeking skills), and instrumental support from Facebook friends predicted academic collaboration on Facebook. In light of these findings, theoretical and practical implications are discussed.

Original language	English (US)
Pages (from-to)	138-147
Number of pages	10
Journal	Computers and Education
Volume	79
DOIs	https://doi.org/10.1016/j.compedu.2014.08.001
State	Published - Oct 2014

All Science Journal Classification (ASJC) codes

General Computer Science
Education

Keywords

Academic collaboration
Facebook
Instrumental support
Internet skills
Social capital

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10.1016/j.compedu.2014.08.001

Cite this

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title = "Actual friends matter: An internet skills perspective on teens' informal academic collaboration on Facebook",

abstract = "Social media platforms such as Facebook enable adolescents to collaborate on academic activities, but this kind of participation may require a set of higher-order Internet skills. This study explores the factors that predict informal academic collaboration on Facebook, such as seeking help, discussing schoolwork, and finding class-related resources. Based on survey data collected from high school students (N = 690), we found that academic performance, perceived support from 'actual' Facebook friends, higher order Internet skills (especially information seeking skills), and instrumental support from Facebook friends predicted academic collaboration on Facebook. In light of these findings, theoretical and practical implications are discussed.",

keywords = "Academic collaboration, Facebook, Instrumental support, Internet skills, Social capital",

author = "Khan, {M. Laeeq} and Wohn, {Donghee Yvette} and Ellison, {Nicole B.}",

note = "Funding Information: This research was supported by the Bill and Melinda Gates Foundation.",

year = "2014",

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doi = "10.1016/j.compedu.2014.08.001",

language = "English (US)",

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T1 - Actual friends matter

T2 - An internet skills perspective on teens' informal academic collaboration on Facebook

AU - Khan, M. Laeeq

AU - Wohn, Donghee Yvette

AU - Ellison, Nicole B.

N1 - Funding Information: This research was supported by the Bill and Melinda Gates Foundation.

PY - 2014/10

Y1 - 2014/10

N2 - Social media platforms such as Facebook enable adolescents to collaborate on academic activities, but this kind of participation may require a set of higher-order Internet skills. This study explores the factors that predict informal academic collaboration on Facebook, such as seeking help, discussing schoolwork, and finding class-related resources. Based on survey data collected from high school students (N = 690), we found that academic performance, perceived support from 'actual' Facebook friends, higher order Internet skills (especially information seeking skills), and instrumental support from Facebook friends predicted academic collaboration on Facebook. In light of these findings, theoretical and practical implications are discussed.

AB - Social media platforms such as Facebook enable adolescents to collaborate on academic activities, but this kind of participation may require a set of higher-order Internet skills. This study explores the factors that predict informal academic collaboration on Facebook, such as seeking help, discussing schoolwork, and finding class-related resources. Based on survey data collected from high school students (N = 690), we found that academic performance, perceived support from 'actual' Facebook friends, higher order Internet skills (especially information seeking skills), and instrumental support from Facebook friends predicted academic collaboration on Facebook. In light of these findings, theoretical and practical implications are discussed.

KW - Academic collaboration

KW - Facebook

KW - Instrumental support

KW - Internet skills

KW - Social capital

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SP - 138

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JO - Computers and Education

JF - Computers and Education

ER -

Actual friends matter: An internet skills perspective on teens' informal academic collaboration on Facebook

Abstract

All Science Journal Classification (ASJC) codes

Keywords

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