Parents caring, sharing, and learning together online: an exploratory look at informal learning via a health-related support group in Facebook

Using an adapted Straussian Grounded Theory approach, and as a participant observer, data from members of a Facebook group made up of parents and caretakers of infants or children with Gastro Esophageal Reflux Disease (GERD) were collected and analyzed. During the first exploratory phase, 31 semi-structured interviews were conducted with 25 theoretically sampled members of the group. During the second phase, 604 postings (original and comments) created by members of the online social media group, for one week, were analyzed. The study explored various dimensions of informal learning in this space. These included what learning strategies members used, what types of knowledge were encouraged and shared, how community within the group was characterized and its role in the learning space, what factors led members to join and share knowledge, and what patterns of participation existed in the group.

The findings revealed a core concept of a disconnect between group members and their medical community that drove participation in the online health-related social media group, as well as a substantive theory of learning to survive. A new framework for understanding online informal learning spaces in social media was developed and proposed. It was adapted from Wenger’s Community of Practice and Gee’s Affinity Spaces. Its key components include a disconnect; inherent learning processes; community and space characteristics; and types of knowledge that are encouraged and available. Findings also contributed to a better understanding of online information-seeking behaviors by introducing a new model of information-seeking within online social media groups. This model includes the stages of initiating, lurking, and browsing; requesting information; being guided by a highly knowledgeable member; reconciling; applying; and appraising. The model is a continuous cycle with entry and exit permitted at each stage based on the learner’s needs. In addition, this study’s findings demonstrate that social media spaces are a viable avenue for the transferring of experience-based knowledge.