Many students who enroll in online universities will never graduate. Attrition in higher education is accepted and expected; however, in exclusively online programs, it is prolific, with more than 80% of those students who begin an online program leaving before graduating. It is well known in the academic literature that isolation is related to attrition in online learning; this study aimed to determine whether students utilize Facebook Groups to reduce isolation and build connections to their online university experience. Lave and Wenger's Situational Learning Theory served as the theoretical framework for this research. A netnographic research design was used to investigate the perceptions and experiences of adult students in using Facebook Groups and students' purposes for using Facebook Groups. The results demonstrated that students experienced frustration, support, and commiseration in their online programs while using Facebook Groups and primarily used them for academic purposes. Recommendations included leveraging situated learning theory to assist students in connecting to online universities using virtual communities of practice and designing learning experiences utilizing the presence highlighted of the Community of Inquiry framework to provide students with tools that allow them to make meaning and connection to others in their programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]