O Ρόλος των Μέσων Κοινωνικής Δικτύωσης στην Επικοινωνία στην Τριτοβάθμια Εκπαίδευση: Απόψεις και Πρακτικές Φοιτητών/τριών

Abstract

The proliferation of the Internet has brought profound changes to the functioning of the economy, society, and education. The new socio-economic framework of the 21st century is marked by shifts in demographics and learner demands, alongside workforce mobility within the context of lifelong learning. Global networks and communities are formed and operate through digital technology, allowing millions of individuals (primarily young people) to interact, exchange information, and communicate.

Communication, a complex process, dynamically and variably influences human relationships across different contexts. Factors such as the age background of participants, the type, content, and medium of communication can positively or negatively impact effectiveness, potentially strengthening or weakening relationships, and supporting the achievement of both broad and specific goals, such as those in educational settings.

In this context, the rapid expansion of social software (Web 2.0) since the late 2000s has fueled scientific dialogue regarding its educational potential and the necessity, or not, of establishing a new learning model that considers the dynamics fostered by networking and distributed work. The term “Web 2.0” in international literature represents the dynamic nature that the World Wide Web (WWW) acquired in the early 2000s, enabling direct collaboration and interaction among users. The development of Web 2.0 marked a turning point in communication frameworks, transforming how contemporary communication needs are met and leading to the creation and rapid expansion of social networking sites.

Social Networks (SNs) are tools that enable the formation of online communities where individuals with shared interests can connect. The most popular SN platforms (e.g., Facebook, Twitter, LinkedIn, Instagram) serve millions of user accounts. What distinguishes them from traditional media is their capacity not only for the publication of content but also for enabling communication and collaboration. Due to these new communication capabilities, SNs have quickly been integrated into educational settings, highlighting both theoretical and practical issues, such as the potential for these media to support the creation of digital communities in higher education.

Currently, SNs have become an integral part of students' lives, widely used and occupying a substantial portion of their daily activities. The ways in which students use SNs for communication, collaboration, and learning have been extensively examined at the international level, as reflected in the literature review of this study. However, the number of corresponding studies in Greece remains relatively small.

The purpose of this study is to investigate the role of SNs as an alternative channel of communication and collaboration in higher education and to answer research questions related to this role. Specifically, it examines the extent of SNs usage, which are the most popular networks among students, the extent to which SNs are used for educational purposes, and the advantages and disadvantages of such use. The study employed a quantitative research method, using a survey conducted with a sample of 235 Greek university students who completed an online questionnaire.

Data analysis revealed that students spend many hours daily using SNs, engaging with a variety of platforms. The majority utilize SNs for educational purposes and perceive numerous benefits, with the primary advantage being their role in facilitating communication and collaboration with peers. Some disadvantages were also identified, such as distractions and heightened concerns about privacy and security.

In conclusion, the findings indicate that SNs serve as a dynamic tool, encouraging communication and collaboration among students.