Critical discourse analysis of collaborative engagement in Facebook postings

Abstract

<span>While research literature affirms the potential for social networking sites (SNSs) to democratise communication, their impact on micro-level, academic relations at university level has not been explored sufficiently in developing countries. The literature on SNSs (especially </span><em>Facebook</em><span>) has emphasised its appropriation for the marketing of university programs to prospective students and enhancing institutional-level contact between university administration and students. As such, the impact of SNSs on micro-level (educator-learner and learner-peer) relations and relational power remains speculative. Mindful of how discursive types and discourses inform the construction of social power, this study employs critical discourse analysis (CDA) and educator-learners</span><em>Facebook</em><span> conversations to expose the exercise of relational power and social learning in these interactional spaces. </span><em>Facebook</em><span>postings are examined to explore academic relations and associated learner challenges like limited meaningful engagement with peers and content, superficial learning and general academic under-preparedness. The findings suggest the prevalence of formal authoritative (or hierarchical) discourses, few informal liberating (horizontal) discourses, nascent peer-based collaboration and limited learner engagement with theory. These phenomena generally point at first year students' under-developed study skills and less sophisticated literacies. The challenges and potential for transformative learning are explored and possibilities for effective engagement suggested.</span>