Search results for: Rees Emma L.E.

This article discusses an empirical study of how online social networking can be utilised to support the initial student transition to university. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments, but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximize tutor involvement and provide quick responses to student queries.