Came for the advice, stayed for the connection: The role of Facebook groups in fostering connection in online higher education

Demand for online higher education has increased considerably as people seek to upskill and retrain while balancing work and family commitments. Online education offers benefits, including flexibility and overcoming geographical barriers that may otherwise preclude study. However, it also presents unique challenges, including increased isolation and lower sense of connection, which may be exacerbated in fast-paced accelerated online programs. Students in all study modes utilise social media, particularly Facebook, to form student -led groups. For online students, these groups are often their only avenue for informal connection with peers. Therefore, students studying online may rely more heavily on student-led social media groups. This qualitative study explored online student motivations for joining student-led Facebook groups and their impact on sense of connection. Fifteen students enrolled in an accelerated online program completed semi- structured Zoom interviews. An inductive thematic analysis identified four key themes: (1) replicating campus life online; (2) sharing knowledge and experiences; (3) impacts on motivation; and (4) authenticity of student-led groups. Overall, these groups were perceived by students as bridging gaps in university academic and social support such that while most joined for academic support, they found value in the social connections formed. The findings highlight the important role student-led Facebook groups play in providing both academic and social support and suggest universities may improve online student experiences by incorporating opportunities for informal peer engagement alongside formal academic support.

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AUSPLAT 2025: Australian Psychology Learning and Teaching Conference

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