This study explores how undergraduate students form and engage in peer-to-peer social media interactions within a blended learning environment. Drawing on questionnaire responses from 158 students and focus group data from 12 participants in the School of Biosciences and Chemistry at Sheffield Hallam University, we examine the platforms used, the nature of interactions, and the impact on student experience. WhatsApp, Snapchat and Instagram emerged as the most frequently used platforms, with students primarily discussing coursework, revision and module content. Social media groups were typically formed during face-to-face sessions early in the academic year, highlighting the importance of physical spaces in initiating digital networks. Analysis revealed a dynamic interplay between large cohort-wide groups and smaller, trusted peer groups, each serving distinct academic and social functions. Through focus groups, students reported increased motivation, improved attendance and enhanced learning through these interactions. However, those excluded from early group formation faced barriers to engagement and support. We utilised the ‘Forming, Storming, Norming, Performance’ framework to describe the evolution and impact of these digital peer networks. The findings underscore the need for educators to facilitate early group formation and ensure accessible and clear guidance to prevent misinformation spreading through groups. Practical recommendations are provided to support inclusive and effective digital learning spaces.
Smith et al. (Mon,) studied this question.