How do general practice residents use social networking sites in asynchronous distance learning?

BACKGROUND: Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents’ location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners’ face-to-face interactions. METHODS: We conducted a qualitative study and carried out semi-structured interviews. We performed purposeful sampling for maximal variation to include eight general practice residents in 2(nd) and 3(rd) year training. A thematic analysis was performed. RESULTS: The social integration of SNS facilitates the engagement of users in their learning tasks. This may also stimulate students’ interactions and group cohesion when members meet up in person. CONCLUSIONS: Most of the general practice residents who work in the blended learning environment we studied had a positive appraisal on their use of SNS. In particular, we report a positive impact on their engagement in learning and their participation in discussions during face-to-face instruction. Further studies are needed in order to evaluate the effectiveness of SNS in blended learning environments and the appropriation of SNS by teachers. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-015-0435-x) contains supplementary material, which is available to authorized users.