Abstract
This paper examines final-year MA and BA social work students’ experiences of using
Facebook as part of an enquiry-based blended learning design. A Think Family and
Whole Systems module was redesigned using constructivist principles of emergent learning. This redesign enabled students to engage in life-like situations to help them reflect
on the implications of using social networking sites as social work practitioners. It is suggested that student confidence in being able to outline the ethical issues, personal
privacy concerns for professionals and service users, and the potential positive and negative aspects of using social networking sites for future professional development
increased as a result of engaging with the learning design. To cater for the increasing
use of social networks in society, a rationale for the learning design is outlined from
the perspective of social work education. The paper then outlines the lessons learnt
from students’ engagement with Facebook as a site for learning.