Facebook Groups as Lifelong Learning Hubs

Hi Folks! Let's talk about Facebook!

Everyone should agree that we are in an age where formal education is no longer confined to classrooms or traditional institutions. In this scenario, Facebook Groups have emerged as unexpected—but powerful—hubs of lifelong learning. Far beyond memes and political rants observed online, these digital communities are fostering meaningful peer-to-peer knowledge sharing among adults across every imaginable topic, from mastering remote work to navigating early childhood development.

I would say that what sets Facebook Groups apart as learning environments is their relational, real-time, and contextual nature. Adults, per se, join not just to “consume” information, but to engage with peers who are living through similar questions, challenges, or identities. In this way, learning becomes not just an activity, but a shared social practice. This aligns closely with Lave and Wenger’s (1991) concept of communities of practice, where learning occurs as individuals participate in communal tasks and negotiate meaning together.

Take career-focused groups like “LinkedIn Growth Hackers”, “Academic Writing Accountability,” “Latinx in Tech.” or “Mixed Race Students”. These virtual spaces allow members to crowdsource answers to technical problems, share job leads, and offer feedback on résumés or personal statements—all in a trusted circle of peers. Similarly, parenting groups like “Black Moms Do Breastfeed” or “Autism Parents Support Group” provide a unique form of lived-experience expertise that many participants find more relevant than traditional instruction or static resources. As adult learners, members often express that the lived wisdom in these groups is more helpful than a textbook or a webinar.

What makes these groups particularly impactful for adult learners is their accessibility and immediacy. People can ask questions and receive responses within minutes, sometimes from hundreds of perspectives. The horizontal nature of the interaction (peer-to-peer rather than top-down) fosters a culture of reciprocity where every member is both a learner and a teacher. This dual role contributes to the kind of mutual learning that Knowles (1980) suggested is central to adult education.

However, I would note that just like YouTube and other open learning platforms, Facebook Groups come with credibility challenges. The quality of shared information varies, and without moderation, groups can sometimes devolve into echo chambers or misinformation loops. This risk makes critical digital literacy an essential skill—adults must learn to vet claims, identify reliable voices, and discern when to seek outside expertise.

Yet even with those caveats, I can state that Facebook Groups represent an evolution in how we conceptualize lifelong learning: dynamic, user-driven, and deeply social. They are filling gaps in formal systems, especially for adults navigating transitions—whether career pivots, caregiving roles, or identity shifts.

As adult learning increasingly takes place across platforms we once used for pure social connection, we are reminded that learning is not a phase, but a lifelong and life-wide process. And perhaps the most powerful learning tool of all is the community itself.

See you next week!

The Great Gatsby.

References:

• Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Books.
• Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.