According to Kolb (2008), students outside of school are immersed in social networking and interactive websites. Lenhart, Madden, and Hitlin (2005) found that about 87 percent of young students are online most of the time. Emailing, instant messaging, and gaming are the leading mobile phone activities for young students (Kolb, 2008). Blogging, chatting, and music-sharing are some of their popular online activities (Rainie, 2006). Students are also professional users of social networking websites such as Facebook, Twitter, and MySpace (Botha, Vosloo, Kuner, & van den Berg, 2011; Boyd, 2008; Godwin-Jones, 2008). Owen, Grant, Sayers and Facer (2006) argue that a person in cyber-culture has the opportunity to be someone other than who s/he usually is. They continue that although actual identities may be revealed, online social networking provides the users with more freedom from age and physical appearance. Indeed, creating digital self-representations (avatars) has become a common online behaviour for many young students (Boyd, 2008). As this argument revolves around identities of usual users of such websites in this learning context, many of the reasons behind “identity hiding,” particularly among a group of students who already knew each other, is still unclear.