For student development theory to fit into the context of this dissertation research project, it is crucial to focus on the academic environment as a web of interaction and, more importantly, as “webs of learning opportunities.” Benjamin et al. (2007) looked at the first weeks of the first year of college as the foundation of the college student’s experience, especially in the creation of the webs of learning opportunities. It is during this term that important impressions are created in the mind of the student. The authors note the role of involvement and engagement in shaping this impression regarding the web of interaction in higher education. Involvement and engagement lead to enriched peer interactions and opportunities to improve student’s academic and personal experience. The example given in the research was “experiential learning opportunities” which forces the student to expand her or his classroom experience to real-world application of classroom knowledge, peer-led teaching groups and/or interdisciplinary work.
The argument that makes this research article connect with my overall dissertation research is the discussion on the “location of activities.” Facebook’s arena exists outside the “locations of the norm” of higher education. Blackboard, WebCT, eCollege & Desire2Learn all form the beginning of the virtual hybridization of a college education. One could argue that Facebook and other online social networks create the expanded learning environment of the virtual university.
