Facebook as a learning node: a theoretical proposal of a private connectivist group for the collective construction of knowledge in higher education

Frontiers in Education (International) proposes a theoretical framework for utilizing private Facebook groups as connectivist learning nodes within higher education. The study aims to demonstrate how such groups, structured according to connectivist principles, can facilitate the collective construction of knowledge among university students, specifically focusing on the evolving role of educators in the digital era. This non-empirical, conceptual work integrates the connectivism theories of Siemens and Downes with digital pedagogical possibilities.

Why it matters

This theoretical proposal addresses the evolving landscape of knowledge acquisition and dissemination, particularly among younger demographics. It signals a potential shift in educational delivery models, moving towards more collaborative and digitally integrated learning environments. For institutions, understanding and potentially implementing such models could enhance student engagement and knowledge co-creation, aligning educational practices with contemporary communication platforms.

Key insights

• Social networks have significantly altered how younger generations engage with knowledge.
• The pedagogical application of social networks in higher education remains largely undertheorized.
• A theoretical design proposes a private Facebook group as a connectivist learning space for university students.
• The objective is to argue theoretically that a private Facebook group can function as an intentional learning node.
• This node can foster collective knowledge construction regarding the teacher's role in the digital age.
• The methodology is non-empirical, focusing on conceptual and theoretical articulation of connectivism principles with digital pedagogical tools.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1924482