关键词

社交网络,师生关系,大学生,老师,互动,沟通,自我披露,隐私

摘要

大学生大多数人积极使用社交网络(SNS)。但是关于对社交网络里师生关系的研究很少。本研究的目的是调查大学生对社交网络中与老师互动的看法。因此,我们使用了一种探索性混合方法设计。通过访谈从21名学生中收集了定性数据,并通过问卷调查从土耳其19所大学中的1324人中获得了定量数据。分析数据中我们应用了内容分析,描述性分析和主成分分析。第一个有助于对问卷问题的设定。主成分分析产生了四个维度:感受到的效用,感受到的障碍,被认为是有利和不利的教师行为。最突出的发现是学生主要反对老师分享他们的政治和宗教观点。但是,他们支持老师分享其相关个人生活信息。尽管有些学生对师生网络互动,尤其是他们之间的尊重程度持有疑问,但大多数学生对师生友谊持积极态度。这些表明,在社交网络中成为朋友会增加学生学习的动力。

查看信息图

参考资料

Akkoyunlu, B., Daghan, G., & Erdem, M. (2015). Teacher’s Professional Perception as a Predictor of Teacher – Student Friendship in Facebook: A Scale Development Study. International Online Journal of Educational Sciences, 7(1), 242-259. https://doi.org/10.15345/iojes.2015.01.020

Link DOI | Link Google Scholar

Aydin, S. (2012). A review of research on Facebook as an educational environment. Education Tech Research Dev, 60(6), 1093-1106. https://doi.org/10.1007/s11423-012-9260-7

Link DOI | Link Google Scholar

Aydin, S. (2014). Foreign language learners’ interactions with their teachers on Facebook. System, 42, 155-163. https://doi.org/10.1016/j.system.2013.12.001

Link DOI | Link Google Scholar

Barber, L., & Pearce, K. (2008). The effect of instructor Facebook participation on student perceptions of teacher credibility and teacher attractiveness. [Paper Presentation]. The International Communication Association Conference. San Diego, CA, United States. http://bit.ly/2qp6GOY

Link Google Scholar

Buckingham, D. (2007). Digital media literacies: Rethinking media education in the age of the Internet. Research in Comparative and International Education, 2(1), 43-55. https://doi.org/10.2304/rcie.2007.2.1.43

Link DOI | Link Google Scholar

Buckingham, D. (2008). Defining digital literacy: What do young people need to know about digital media? In C. Lankshear, & M. Knobel (Eds.), Digital Literacies: Concepts, Policies and practices (pp. 73-90). Peter Lang. http://bit.ly/2WPIj9x

Link Google Scholar

Butler, K. (2010). Tweeting your own horn. District Administration, 46(2), 41-44. https://bit.ly/2DVQ0m0

Link Google Scholar

Callaghan, N., & Bower, N. (2012). Learning through social networking sites – the critical role of the teacher. Educational Media International, 49(1), 1-17. https://doi.org/10.1080/09523987.2012.662621

Link DOI | Link Google Scholar

Cayanus, J.L., & Martin, M.M. (2004). An instructor self-disclosure scale. Communication Research Reports, 21, 252-263. https://doi.org/10.1080/08824090409359987

Link DOI | Link Google Scholar

Cayanus, J.L., & Martin, M.M. (2008). Teacher self-disclosure. Amount, relevance and negativity. Communication Quarterly, 56, 325-341. https://doi.org/10.1080/01463370802241492

Link DOI | Link Google Scholar

Creswell, J.W., & Plano-Clark, V.L. (2011). Choosing a mixed methods design. In J.W. Creswell, & V.L. Plano-Clark (Eds), Designing and conducting mixed methods research (2nd ed.). Sage Publications. https://doi.org/10.3316/qrj0702090

Link DOI | Link Google Scholar

Davis, C., Deil-Amen, R., Rios-Aguilar, C., & González-Canche, M.S. (2012). Social media in higher education: A literature review and research directions. The Centre for the Study of Higher Education at the University of Arizona and Claremont Graduate University. http://bit.ly/2CczAEC

Link Google Scholar

De-Vellis, R.F. (2003). Scale development: Theory and applications (2nd ed.). Sage.

Link Google Scholar

Draskovic, N., Caic, M., & Kustrak, A. (2013). Croatian perspective(s) on the lecturer-student interaction through social media. International Journal of Management Cases, 15(4), 331-339. https://bit.ly/2E1mZVH

Link Google Scholar

Elhay, A.A., & Hershkovitz, A. (2019). Teachers’ perceptions of out-of-class communication, teacher-student relationship, and classroom environment. Education and Information Technologies, 24, 385-406. https://doi.org/10.1007/s10639-018-9782-7

Link DOI | Link Google Scholar

Finn, A.N., Schrodt, P., Witt, P. L., Elledge, N., Jernberg, K.A., & Larson, L.M. (2009). A metaanalytical review of teacher credibility and its associations with teacher behaviors and student outcomes. Communication Education, 58, 516-537. https://doi.org/10.1080/03634520903131154

Link DOI | Link Google Scholar

Froment, F., García-González, A.J., & Bohórquez, M.R. (2017). The use of social networks as a communication tool between teachers and students: A literature review. The Turkish Online Journal of Educational Technology, 16(4), 126-144. http://bit.ly/2qr2Zbu

Link Google Scholar

Frymier, A., & Thompson, C. (1992). Perceived teacher affinity-seeking in relation to perceived teacher credibility. Communication Education, 41 (4), 388-399. https://doi.org/10.1080/03634529209378900

Link DOI | Link Google Scholar

Fuglei, M. (2014). Social media in education: Benefits, drawbacks and things to avoid. http://bit.ly/2reD7QN

Link Google Scholar

Fusani, D.S. (1994). Extra-class communication: Frequency, immediacy, self-disclosure, and satisfaction in student-faculty interaction outside the classroom. Journal of Applied Communication Research, 22, 232-255. https://doi.org/10.1080/00909889409365400

Link DOI | Link Google Scholar

Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology, 43(5), 783-801. https://doi.org/10.1111/j.1467-8535.2012.01357.x

Link DOI | Link Google Scholar

Greenhow, C., Gleason, B., & Li, J. (2014). Psychological, social, and educational dynamics of adolescents’ online social networking. Media Education, 5(2), 115-130. http://bit.ly/32icfMy

Link Google Scholar

Göktas, Z. (2015). Physical education and sport students’ interactions with their teachers on Facebook. Anthropologist, 21(1-2), 18-30. https://doi.org/10.1080/09720073.2015.11891789

Link DOI | Link Google Scholar

Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. Internet and Higher Education, 26, 1-9. https://doi.org/10.1016/j.iheduc.2015.02.004

Link DOI | Link Google Scholar

Harper, B. (2018). Technology and teacher-student interactions: A review of empirical research. Journal of Research on Technology in Education, 50(3), 214-225. https://doi.org/10.1080/15391523.2018.1450690

Link DOI | Link Google Scholar

Hershkovitz, A., & Forkosh-Baruch, A. (2013). Student-teacher relationship in the Facebook era: The student perspective. Engineering Education and Life-Long Learning, 23(1), 33-52. https://doi.org/10.1504/ijceell.2013.051765

Link DOI | Link Google Scholar

Hershkovitz, A., & Forkosh-Baruch, A. (2013). Student-teacher relationship in the Facebook-era: The student perspective. International Journal of Continuing Engineering Education and Life-Long Learning, 23(1), 33-52. https://doi.org/10.1504/ijceell.2013.051765

Link DOI | Link Google Scholar

Hershkovitz, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. [La relación profesor-alumno y la comunicación en Facebook: Percepciones de los alumnos]. Comunicar, 53, 91-100. https://doi.org/10.3916/C53-2017-09

Link DOI | Link Google Scholar

Hutchens, J.S., & Hayes, T. (2014). In your Facebook: Examining Facebook usage as misbehavior on perceived teacher credibility. Education and Information Technologies, 19(1), 5-20. https://doi.org/10.1007/s10639-012-9201-4

Link DOI | Link Google Scholar

Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84-96. https://doi.org/10.1016/j.compedu.2015.04.015

Link DOI | Link Google Scholar

Ito, M., Baumer, S., Bittanti, M., Cody, R., Stephenson, B.H., Horst, H.A., Lange, P.G., Mahendran, D., Martínez, K.Z., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT Press. https://doi.org/10.7551/mitpress/8402.001.0001

Link DOI | Link Google Scholar

Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd edition). Pearson Education Inc. https://bit.ly/37zAae5

Link Google Scholar

Johnson, K. (2015). The effect of Twitter posts on students’ perceptions of instructor credibility. Learning, Media and Technology, 36(1), 21-38. https://doi.org/10.1080/17439884.2010.534798

Link DOI | Link Google Scholar

Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575

Link DOI | Link Google Scholar

Karpinski, A.C., & Duberstein, A. (2009). A description of Facebook use and academic performance among undergraduate and graduate students [Poster presentation]. Meeting of the American Educational Research Association, San Diego, CA, United States.

Link Google Scholar

Kearney, P., Plax, T.G., Hays, E.R., & Ivey, M.J. (1991). College teacher misbehaviors: What students don’t like about what teachers say or do. Communication Quarterly, 39, 309-324. https://doi.org/10.1080/01463379109369808

Link DOI | Link Google Scholar

Kirschner, P.A., & Karpinski, A.C. (2010). Facebook and academic performance. Computers in Human Behavior, 26(6), 1237-1245. https://doi.org/10.1016/j.chb.2010.03.024

Link DOI | Link Google Scholar

Kolek, E.A., & Saunders, D. (2008). Online disclosure: An empirical examination of undergraduate Facebook profiles. NASPA Journal, 45(1), 1-25. https://doi.org/10.2202/1949-6605.1905

Link DOI | Link Google Scholar

Lever, J., Krzywinski, M., & Altman, N.S. (2017). Points of significance: Principal component analysis. Nature methods, 14(7), 641-642. https://doi.org/10.1038/nmeth.4346

Link DOI | Link Google Scholar

Manca, S., & Ranieri, M. (2016). ‘Yes for sharing, no for teaching!’: Social media in academic practices. Internet and Higher Education, 29, 63-74. https://doi.org/10.1016/j.iheduc.2015.12.004

Link DOI | Link Google Scholar

Manca, S., & Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and Information Technologies, 22(2), 605-622. https://doi.org/10.1007/s10639-015-9429-x

Link DOI | Link Google Scholar

Mazer, J.P., Murphy, R.E., & Simonds, C.J. (2007). I’ll see you on ‘Facebook’: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1-17. https://doi.org/10.1080/03634520601009710

Link DOI | Link Google Scholar

Mazer, J.P., Murphy, R.E., & Simonds, C.J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175-183. https://doi.org/10.1080/17439880902923655

Link DOI | Link Google Scholar

McBride, M.C., & Wahl, S.T. (2005). ‘To say or not to say’: Teachers' management of privacy boundaries in the classroom. Texas Speech Communication Journal, 30(1), 8-22. https://bit.ly/2E7j7CZ

Link Google Scholar

McCroskey, J.C., Valencie, K.M., & Richmond, V.P. (2004). Toward a general model of instructional communication. Communication Querterly, 52, 197-210. https://doi.org/10.1080/01463370409370192

Link DOI | Link Google Scholar

Miller, A.N., Katt, J.A., Brown, T., & Sivo, S.A. (2014). The relationship of instructor self-disclosure, nonverbal immediacy, and credibility to student incivility in the college classroom. Communication Education, 63(1), 1-16. https://doi.org/10.1080/03634523.2013.835054

Link DOI | Link Google Scholar

Miron, E., & Ravid, G. (2015). Facebook groups as an academic teaching aid: Case study and recommendations for educators. Educational Technology & Society, 18(4), 371-384. http://bit.ly/2NNbV3k

Link Google Scholar

Nemetz, P. (2012). Faculty social networking interactions: Using social domain theory to assess student views. Journal of Instructional Pedagogies, 8, 1-13. https://bit.ly/2JQnKnT

Link Google Scholar

Norusis, M.J. (1998). SPSS professional statistics. Prentice-Hall.

Link Google Scholar

Oye, N.D., Helou, A.H., & Rahim, N.Z. (2012). Model of perceived influence of academic performance using social networking. International Journal of Computers and Technology, 2(2), 24-29. https://doi.org/10.24297/ijct.v2i1.2612

Link DOI | Link Google Scholar

Plew, M.S. (2011). Facebook Friendships between college/university instructors and students: Deciding whether or not to allow students as friends, communicating with students, and the individual differences that influences instructors´ impression management on Facebook [Unpublished doctoral dissertation]. Georgia State University.

Link Google Scholar

Puzio, E.R. (2013). Why can’t be friends? How far can the state go in restricting social networking communications between secondary school teachers and their students? Cardozo Law Review, 34(3), 1099-1127.

Link Google Scholar

Sarapin, S.H., & Morris, P.L. (2015). Faculty and Facebook friending: Instructor-student online social communication from the professor´s perspective. Internet and Higher Education, 27, 14-23. https://doi.org/10.1016/j.iheduc.2015.04.001

Link DOI | Link Google Scholar

Song, H., Kim, J., & Luo, W. (2016). Teacher-student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436-443. https://doi.org/10.1016/j.chb.2015.07.037

Link DOI | Link Google Scholar

Song, H., Kim, J., & Park, N. (2019). I know my professor: Teacher self-disclosure in online education and a mediating role of social presence. International Journal of Human-Computer Interaction, 35(6), 448-455. https://doi.org/10.1080/10447318.2018.1455126

Link DOI | Link Google Scholar

Sorensen, G. (1989). The relationship among teachers’ elf-disclosive statements, students’ perceptions, and affective learning. Communication Education, 38, 259-276. https://doi.org/10.1080/03634528909378762

Link DOI | Link Google Scholar

Strauss, A.L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage. https://doi.org/10.4135/9781452230153

Link DOI | Link Google Scholar

Tess, P.A. (2013). The role of social media in higher education classes (real and virtual). A literature review. Computers in Human Behavior, 29(5), 60-68. https://doi.org/10.1016/j.chb.2012.12.032

Link DOI | Link Google Scholar

Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association. https://doi.org/10.1037/10694-000

Link DOI | Link Google Scholar

Trad, L., Baker, N., Blackman, H., Glynn, K., Miller, A.N., Trad, L., & Wright, A. (2012). Incivility and instructor communication in the college classroom. Florida Communication Journal, 40, 47-53. http://bit.ly/2X4QiQc

Link Google Scholar

Veletsianos, G., Kimmons, R., & French, K.D. (2013). Instructor experiences with a social networking site in a higher education setting: expectations, frustrations, appropriation, and compartmentalization. Educational Technology Research and Development, 61, 255-278. https://doi.org/10.1007/s11423-012-9284-z

Link DOI | Link Google Scholar

Y?ld?r?m, A., & ?im?ek, H. (2005). Sosyal bilimlerde nitel ara?t?rma yöntemleri. Seçkin.

Link Google Scholar

Fundref

这项工作没有任何财政支持

Crossmark

技术信息

收到: 08-06-2019

修订: 27-08-2019

公认: 04-11-2019

OnlineFirst: 15-02-2019

发布日期: 01-04-2020

文章修改时间: 80 天 | 期刊编号的平均时间修订 63: 48 天

文章接受时间: 149 天 | 期刊编号的平均接受时间 63: 83 天

预印本编辑时间: 253 天 | 期刊编号的平均编辑时间预印 63: 198 天

文章编辑时间: 298 天 | 期刊编号的平均编辑时间 63: 243 天

度量

这篇文章的度量

浏览次数: 53829

对摘要的解读: 48313

PDF下载: 5516

的全部指标 63

浏览次数: 503188

对摘要的解读: 437785

PDF下载: 65403

被引用

引述 Web of Science

Flores-Jaramillo, S and Trabadela-Robles, J. Community manager in primary schools. A case study REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC, 2023.

https://doi.org/10.17398/1695-288X.22.1.173

Valdez-Lopez, OE; Romero-Rodriguez, LM and Hernando-Gomez, A. COMPETENCIA MEDIATICA DE LOS/AS JOVENES BOLIVIANOS/AS FRENTE A LA MANIPULACION INFORMATIVA DE LOS MEDIOS AUDIOVISUALES PRISMA SOCIAL, 2022.

https://doi.org/10.2458/aves.5487

引述 Scopus

目前没有引用这个文件

引述 Google Scholar

García Ipanaque, L. I. (2020). Redes sociales e inteligencia emocional en el aprendizaje significativo de los estudiantes de Sociología de la UNPRG, Lambayeque 2020.

http://lareferencia.org/vufind/Record/PE_d901d3b6417a4f1ffe6cbdd0930691c5

下载

替代指标

如何引用

Turan, Z., Durdu, L., & Goktas, Y. (2020). To-friend or not-to-friend with teachers on SNSs: University students' perspectives. [Ser o no ser amigos de los profesores en redes sociales: Las perspectivas de los estudiantes universitarios]. Comunicar, 63, 87-96. https://doi.org/10.3916/C63-2020-08

分享

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

行政管理

编辑部

Creative Commons

本网站使用cookies来获取用户导航的统计数据。如果您继续浏览,我们认为您接受其使用。 +info X