I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

Abstract

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“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

“…Given the widespread popularity of ubiquitous SNTs (Brenner, 2012), many teachers and instructors have come to use these platforms to communicate with their students. SNT-based teacher-student communication complements and sometimes even replaces more traditional communication channels, such as faceto-face, email or school-supported learning management systems (LMSs) (e.g., Andersson, Hatakka, Grönlund, & Wiklund, 2014;Asterhan & Rosenberg, 2015;Mazer, Murphy, & Simonds, 2007;Schwarz & Caduri, 2016).…”

Adoção e uso do Facebook na educação: perspectivas para a comunicação, colaboração e compartilhamento de informações e dados no ambiente universitário

“…Emerson Gomes Dos Santos e Rogério Scabim Morano O Facebook, por sua vez, pode ser usado para criar e promover conexões entre alunos e professores dentro de uma comunidade acadêmica (Mazer, Murphy & Simonds, 2007). Esse aumento na comunicação promovida pela rede social pode ter impacto positivo sobre as discussões da classe e incrementa a integração e o engajamento dos estudantes (Ross et al, 2009).…”

Twitter Use and its Effects on Student Perception of Instructor Credibility

“…In their research on instructors' use of Facebook, Mazer et al (2007b) found that students perceived teachers who were highly self-disclosive on Facebook as being more credible than teachers who were less self-disclosive. Additionally, students who viewed instructors with high amounts of self-disclosure on Facebook reported higher levels of motivation, affective learning, and evaluated the classroom climate more positively than those who were exposed to a teacher who limited their disclosures on Facebook (Mazer et al, 2007a).…”

“…Indeed, some students may be hesitant to initiate communication with instructors outside of class (Kelly, Duran, & Zolten, 2001;Martin & Myers, 2006). Communication researchers have recently focused attention on how students and instructors communicate via technology (e.g., Johnson, 2011;Mazer, Murphy, & Simonds, 2007a, 2007b, and how forms of technology, such as Twitter, can serve as a form of informal communication with instructors. Thus, the current study examines Twitter as a mechanism of informal communication between instructor and student.…”

“…We build upon the assertion that an instructor's self-disclosure is a vital component to creating a perception of credibility (Brookfield, 2006;McCroskey, 1992), adding recent work that suggests that formal and informal self-disclosure among students and instructors transpires and is affected by communication in an online context (Johnson, 2011;Lowe & Laffey, 2011;Mazer et al, 2007aMazer et al, , 2007b). …”