Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education
A pandemic in 2020 resulted in economic and social disruption of unprecedented scale. Social distancing — or physical distancing while in public spaces — was required, and social media usage spiked globally as people turned to these online spaces for information and connection. Today’s postsecondar...
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| Format: | Article |
| Language: | English |
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University of Alberta
2024-12-01
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| Series: | Journal of Contemporary Issues in Education |
| Online Access: | https://journals.library.ualberta.ca/jcie/index.php/JCIE/article/view/29602 |
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| _version_ | 1846128749689438208 |
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| author | Christine Greenhow Aisel Akhmedova Jennifer Sutcliffe Marisa Fisher Connie Sung |
| author_facet | Christine Greenhow Aisel Akhmedova Jennifer Sutcliffe Marisa Fisher Connie Sung |
| author_sort | Christine Greenhow |
| collection | DOAJ |
| description |
A pandemic in 2020 resulted in economic and social disruption of unprecedented scale. Social distancing — or physical distancing while in public spaces — was required, and social media usage spiked globally as people turned to these online spaces for information and connection. Today’s postsecondary students, in particular, are frequently immersed in social media; it can offer them social supports, such as a greater sense of belonging during times of transition and crisis, but also inherent risks, including cyberbullying and online harassment. Although many studies have examined the social connections or supports for learning that college students without disabilities experience by using social media, few studies have explored these phenomena among college students with disabilities, including neurodevelopmental disabilities such as anxiety disorders (e.g., social anxiety, autism, attention deficit disorder) that make socialization difficult for these young adults. It is important that educational research advances understanding of the socialization experiences of these students with disabilities because students’ sense of belonging and peer support is critical to their engagement and success in K-12 and postsecondary schooling.
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| format | Article |
| id | doaj-art-50b99f7c50854211a5d6910aa219c4ae |
| institution | Kabale University |
| issn | 1718-4770 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | University of Alberta |
| record_format | Article |
| series | Journal of Contemporary Issues in Education |
| spelling | doaj-art-50b99f7c50854211a5d6910aa219c4ae2024-12-10T18:32:34ZengUniversity of AlbertaJournal of Contemporary Issues in Education1718-47702024-12-0119210.20355/jcie29602Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for EducationChristine Greenhow0Aisel Akhmedova 1Jennifer Sutcliffe2Marisa Fisher3Connie Sung4Michigan State UniversityMichigan State UniversityMichigan State UniversityMichigan State UniversityMichigan State University A pandemic in 2020 resulted in economic and social disruption of unprecedented scale. Social distancing — or physical distancing while in public spaces — was required, and social media usage spiked globally as people turned to these online spaces for information and connection. Today’s postsecondary students, in particular, are frequently immersed in social media; it can offer them social supports, such as a greater sense of belonging during times of transition and crisis, but also inherent risks, including cyberbullying and online harassment. Although many studies have examined the social connections or supports for learning that college students without disabilities experience by using social media, few studies have explored these phenomena among college students with disabilities, including neurodevelopmental disabilities such as anxiety disorders (e.g., social anxiety, autism, attention deficit disorder) that make socialization difficult for these young adults. It is important that educational research advances understanding of the socialization experiences of these students with disabilities because students’ sense of belonging and peer support is critical to their engagement and success in K-12 and postsecondary schooling. https://journals.library.ualberta.ca/jcie/index.php/JCIE/article/view/29602 |
| spellingShingle | Christine Greenhow Aisel Akhmedova Jennifer Sutcliffe Marisa Fisher Connie Sung Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education Journal of Contemporary Issues in Education |
| title | Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education |
| title_full | Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education |
| title_fullStr | Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education |
| title_full_unstemmed | Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education |
| title_short | Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education |
| title_sort | students with and without disabilities using social media relationship benefits and implications for education |
| url | https://journals.library.ualberta.ca/jcie/index.php/JCIE/article/view/29602 |
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