A Facebook group was used as a complementary communication channel during a course in human-computer interaction, autumn 2017. All 63 students and three involved teachers were invited to the group right before the course started. This was done within the scope of a pedagogical study aiming at investigating how a teacher administrated Facebook group affects student and teacher roles and communication between students as well as between students and teachers. The study included a pre-survey on social media literacy, collection of posts and user reactions, and a post-survey eliciting student attitudes towards Facebook as well as opinions about the use of Facebook during the course. Posts and comments were analyzed using a content analysis approach. 48/63 students chose to join the group and of these 40 were active participants. Most student posts and comments concerned the ongoing project work and logistics.