Lurkers or posters? How teacher identity influences self-presentation on social networking sites

Le, Van Huynh Ha; McConney, A.; Maor, Dorit

doi:10.1080/17439884.2022.2048392

Cited by 5 publications

(9 citation statements)

References 56 publications

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“…This study provides a theoretically grounded explanation and offers a new perspective on the underlying nature of lurkers in OICs, which is less understood than contributors in the existing literature [9,32]. By understanding lurkers as observers with similar psychological scaffolding, this study finds that lurkers can gain self-efficacy and motivation to learn by observing the successful contributions of other users in the community.…”

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confidence: 83%

“…A study by Kim, Lee [31] concluded that having relevant skills and resources can influence individual decisions to participate in online communities. This argument was supported by the authors of [32], who proposed a conceptual framework to explain the online participation decisions of contributors and lurkers. According to this framework, lurkers prefer not to participate because they lack the necessary competencies (e.g., self-efficacy) as well as the desire to participate.…”

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confidence: 93%

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Lurkers versus Contributors: An Empirical Investigation of Knowledge Contribution Behavior in Open Innovation Communities

Daradkeh

2022

Journal of Open Innovation: Technology, Market, and Complexity

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This study aims to examine and compare the mechanisms through which social learning processes influence the knowledge contribution behavior of lurkers and contributors in open innovation communities (OICs). Based on social learning theory and stimulus–organism–response (SOR) framework, this study developed a model of knowledge contribution formation mechanism from environmental stimuli (observational learning, reinforcement learning), organism cognition (self-efficacy, outcome expectancy) to behavioral response (initial contribution, continuous contribution). The model was tested using structural equation modeling based on a dataset collected through a questionnaire from an OIC of business intelligence and analytics software. The empirical results showed that, at the initial participation stage, observational learning had a significant effect on the organism’s cognition of the lurkers, and indirectly influenced the initial knowledge contribution behavior through self-efficacy and outcome expectancy. At the continuous participation stage, observational learning had a significantly lower impact on the organism’s cognition of contributors and only indirectly influenced continuous knowledge contribution behavior through outcome expectancy. In contrast, reinforcement learning influenced the organism’s cognition of contributors and partially influenced their continuous knowledge contribution behavior through the mediating effects of self-efficacy and outcome expectancy. However, self-efficacy had a more pronounced effect on contributors’ continuous knowledge contribution behavior than outcome expectancy. These findings provide practical guidance for the management of OICs to reduce knowledge contributor attrition and induce lurkers to evolve into knowledge contributors for sustainable community development.

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confidence: 83%

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confidence: 93%

Lurkers versus Contributors: An Empirical Investigation of Knowledge Contribution Behavior in Open Innovation Communities

Daradkeh

2022

Journal of Open Innovation: Technology, Market, and Complexity

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“…While recent scholarship (Carpenter et al 2019;Greenhalgh et al 2020;Le, McConney & Maor 2022;Prestridge 2019) has explored the impact and influence on teacher identity development of various social media platforms, such as Twitter, Facebook, and Instagram, the specific impact of TikTok in the context of language education has received limited scholarly attention. Hence, conducting empirical research to explore the intricate relationship between teacher identity and TikTok is imperative.…”

Section: Teachers and Social Mediamentioning

confidence: 99%

“…Darvin (2016) noted that as the digital space has impacted language practices and created dynamic ways of generating meaning, it has also opened up new avenues for constructing and representing online identities. TikTok, one of the most popular digital spaces, has gained significant importance in recent teacher research, especially in the context of shaping and influencing teacher identity (see Hartung et al 2023;Le, McConney & Maor 2022;Literat 2021), due to its serving as a crucial platform for social identities to form and evolve. As an online platform, TikTok presents a distinctive opportunity for teachers to engage in self-expression, creativity, and connectivity in light of its concise video format and expansive user base (Escamilla-Fajardo, Alguacil & López-Carril 2021;Vizcaíno-Verdú & Abidin 2023).…”

Section: Introductionmentioning

confidence: 99%

Unveiling the TikTok Teacher: The Construction of Teacher Identity in the Digital Spotlight

Ulla,

Lemana II,

Kohnke

2024

Journal of Interactive Media in Education

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The current study explores the TikTok identities of Thai university teachers and how those identities impact their professional identity as teachers. Five English as a Foreign Language (EFL) university teachers in Thailand voluntarily participated in semistructured individual interviews. Findings obtained using an exploratory-descriptive qualitative research design confirmed existing findings that teachers' identities are multifaceted. However, in the context of a digital teacher's identity, teachers displayed unique identities (e.g., expressive, relational, adaptive, and progressive) that also shaped their identity as teacher-educators. Such identities impact their professional teacher's identity, allowing them to project an authentic teacher-self, become caring and approachable teachers to their students and colleagues, forge genuine connections, and implement pedagogical innovations and practices. The findings also acknowledge the profound influence of TikTok on teachers' identities and professional practices. Furthermore, this study highlights the convergence of technology and social media platforms as influential in constructing a teacher's professional identity and promoting pedagogical advances. The findings offer a significant contribution, shedding light on the potential advantages of using TikTok within the teaching and learning process.

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“…Social Network Sites (SNSs) are online communities that bring together people with common interests, opinions, experiences, and activities by sharing their ideas, knowledge, and events (Le et al, 2022). Some of the most popular SNSs for the professional development of lecturers are Google Scholar, ResearchGate, Academia.edu, Mendeley, LinkedIn, and the like.…”

Section: Introductionmentioning

confidence: 99%

Social network sites and professional development of lecturers

Abdullah

2023

IJLT

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This study investigated Social Network Sites and the Professional development of lecturers in Kwara State, Nigeria. The purposes of this study are to investigate the correlation between Google Scholar, ResearchGate, and Academia.edu and the professional development of lecturers in three selected universities. A quantitative research design was used in the study. A purposive sampling technique was used to select 120 participants from the sample universities. The researcher looks into the population of academics who engage in using three indicators of Social Network Sites. Pearson product-moment correlation and linear regression analysis were used to analyze the gathered data. The findings revealed that Google Scholar, ResearchGate, and Academia.edu were positively and significantly correlated with the professional development of lecturers. Therefore, it was recommended that lecturers should keep making use of Google Scholar to arouse interest in publication. Furthermore, lecturers should improve on the use of ResearchGate to increase the visibility and impact of their works. Keywords: Collaborative learning, effective communication, Google scholar, ResearchGate, professional development

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Lurkers or posters? How teacher identity influences self-presentation on social networking sites

Cited by 5 publications

References 56 publications

Lurkers versus Contributors: An Empirical Investigation of Knowledge Contribution Behavior in Open Innovation Communities

Lurkers versus Contributors: An Empirical Investigation of Knowledge Contribution Behavior in Open Innovation Communities

Unveiling the TikTok Teacher: The Construction of Teacher Identity in the Digital Spotlight

Social network sites and professional development of lecturers

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