Building Community Beyond the Classroom: A Phenomenological Study Exploring Online Group Chats Among Social Work Students

Background and Purpose: The role that social media plays in the success of an undergraduate, graduate, or doctoral-level student is complex and may have implications for academic success and student retention. The results of this study and past researchers support the utilization of group chats in higher education as having the potential to amplify student engagement and community and potentially allow opportunities to foster positive academic, personal, and social outcomes for students. More specifically, research focusing on online group chats and social work students highlight positive outcomes, including lowered stress levels and enhanced social support. Yet, few studies have explored how this technology affects social work students' academic, personal, and social experiences. Based on these qualitative results and the evolving landscape of education in the digital and post-pandemic age, the authors of this study posit the following research question: What are social work students experiences of using WhatsApp and other technologies that support learning?

Methods: Upon receiving approval from the Institutional Review Board at a private university in Florida, three focus groups were conducted with enrolled students from BSW, MSW, and DSW programs. Participants, from diverse racial/ethnic backgrounds, ages, and gender identities were recruited via an email sent through the social work office. Focus groups elicited participants' experiences engaging in group chats with their classmates and how these interactions inform educational, professional, and personal experiences. Specific questions included: 1) Tell us about your experiences as you connect with other students through group chats. 2) What kinds of topics are discussed in the chats? 3) What is effective about these groups; what would you like to change? 4) What else would you like us to know about group chats and your social work education? Two focus groups were administered using zoom and one focus group was held at the university campus in-person. All three sessions were recorded and interviews were transcribed verbatim. Informed by a phenomenological approach, five researchers individually thematically coded then consolidated data through collective, non-hierarchical engagement over multiple research team meetings. This flexible approach promoted a critical and nurturing environment for an informed, thorough investigation and the enhanced emergence and identification of final codes.

Findings: Based on initial data analysis, five themes emerged: 1) communication, 2) inclusion and exclusion, 3) boundaries, 4) safe space, 5) connection. Inherent in each theme were students' experiences related to academic, social, and personal benefits and challenges of engaging in group chats.

Conclusion and Implications: Initial findings highlight the significant role group chats play in educational communities. Results indicate both the benefits and challenges of group chat use, which impact students' sense of belonging and community in social work programs. Recognizing the influence of group chats on the learning environment, educators can develop interdisciplinary technological resources, adapt syllabi, and set standards within classroom settings to cultivate safe spaces while supporting students' academic, personal, and social needs.