Índice de volúmenes - Índice de revistas - Índice de artículos - Mapa ---- Atrás
Redes sociales, relación profesor-alumno, estudiante universitario, profesor, interacción, comunicación, autorrevelación, privacidad
Social networking, student-teacher relationship, university student, teacher, interaction, communication, self-disclosure, privacy
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
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
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
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
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
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
Butler, K. (2010). Tweeting your own horn. District Administration, 46(2), 41-44. https://bit.ly/2DVQ0m0
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
Cayanus, J.L., & Martin, M.M. (2004). An instructor self-disclosure scale. Communication Research Reports, 21, 252-263. https://doi.org/10.1080/08824090409359987
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
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
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
De-Vellis, R.F. (2003). Scale development: Theory and applications (2nd ed.). Sage.
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
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
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
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
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
Fuglei, M. (2014). Social media in education: Benefits, drawbacks and things to avoid. http://bit.ly/2reD7QN
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
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
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
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
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
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
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
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
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
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
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
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
Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd edition). Pearson Education Inc. https://bit.ly/37zAae5
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
Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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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
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.
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.
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
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
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
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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
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association. https://doi.org/10.1037/10694-000
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
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
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