In your Facebook: Examining Facebook usage as misbehavior on perceived teacher credibility

Hutchens, Jason S.; Hayes, Timothy

doi:10.1007/s10639-012-9201-4

Cited by 22 publications

(15 citation statements)

References 20 publications

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“…These figures include high levels of SoMe activity among undergraduate students for educational as well as social purposes (Ali, 2016;Guraya, 2016;Knight-McCord et al, 2016;Roblyer, McDaniel, Webb, Herman, & Witty, 2010;Tess, 2013) and such usage parallels the availability of remote SoMe access achieved through uptake in smart devices (Buchholz, Perry, Weiss, & Cooley, 2016;Evrim, 2014;Gökçearslan, Mumcu, Haşlaman, & Çevik, 2016;Ozdalga, Ozdalga, & Ahuja, 2012;Ponce, Méndez, & Peñalvo, 2014). In the early to mid2000s, SoMe and Web 2.0 arose as new, exciting and innovative technologies (Boyd & Ellison, 2007) that instructors began to incorporate into educational activities (Booth & Hultén, 2003;Mazer, Murphy, & Simonds, 2007) and the increasing interest in SoMe during this period is reflected in the volume of educational literature on this topic (Asiri & Househ, 2016;Aydin, 2012;Kakushi & Evora, 2016;Lafferty & Manca, 2015;McAndrew & Johnston, 2012;Pander, Pinilla, Dimitriadis, & Fischer, 2014;& Cochran, 2012), blurring of the staff-student boundary (Mazer et al, 2007); unprofessional usage (Kitsis et al, 2016); and impacts on lecturer credibility (Hutchens & Hayes, 2014). Barriers can also exist at the institutional level in terms of a culture in HE that has been described as resistant to the uptake of new technologies (Bonzo & Parchoma, 2010;Roblyer et al, 2010;Selwyn, 2007).…”

Section: Introductionmentioning

confidence: 99%

Social media: Insights for medical education from instructor perceptions and usage

Keenan¹,

Slater²,

Matthan³

2018

MedEdPublish

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This article was migrated. The article was marked as recommended. The popularity and utility of social media in medical education have progressed dramatically during the last decade. Social media are increasingly used for educational and professional purposes and are known to be both theoretically beneficial and practically effective. We have investigated the perceptions and usage of social media by educators across multiple disciplines, roles and demographics in order to determine the present situation regarding social media as educational tools. We show that discipline and demographics have limited impact on perceptions of the value of social media. As medical educators, we consider our findings to be broadly pertinent to undergraduate medical education. Results presented here indicate that many educators at UK universities consider social media to be educationally valuable. However, this is not always directly translated into usage due to the presence of certain barriers. This finding is characterised by a disparity between the extent of positive perceptions of social media and the amount of practical usage within the context of medical education and other undergraduate disciplines. Our work has shed some light on the reasons why educators may choose not to use social media, in addition to how and why they do use it, which can provide a basis for developing strategies for training medical educators in approaches to social media in learning and teaching, and for encouraging appropriate usage of these valuable educational tools.

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Section: Introductionmentioning

confidence: 99%

Social media: Insights for medical education from instructor perceptions and usage

Keenan¹,

Slater²,

Matthan³

2018

MedEdPublish

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“…With the ever growing diffusion of open social network sites, first among university students and, at a later stage, among secondary school students, issues related to the relationship between students and teachers (Bosch 2009;Cheung and Vogel 2011;Madge et al 2009;Selwyn 2009) and how to behave appropriately in these sites have been investigated in several studies (Callaghan and Bower 2012;Hershkovitz and Forkosh-Baruch 2013;Forkosh-Baruch and Hershkovitz 2014;Ha and Shin 2014;Hutchens and Hayes 2014;Mazer et al 2007Mazer et al , 2009.…”

Section: Background and Rationale Of The Studymentioning

confidence: 99%

“…In a research study conducted by Hutchens and Hayes (2014), the authors examined whether educator usage of Facebook had any impact on student perceptions of instructor credibility. Results show that creating a Facebook account does not automatically mean that instructors will be perceived as less credible by students.…”

Section: Background and Rationale Of The Studymentioning

confidence: 99%

Implications of social network sites for teaching and learning. Where we are and where we want to go

2015

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This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers' professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers' professional training and development.The study also provides some implications for policy and practice.

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“…Although we are aware that the use of Facebook in teaching can be a somewhat divisive topic, particularly relating to concerns about appropriateness (Wang, Scown, Urquhart, & Hardman, 2014) and privacy where staff are using this to communicate with students, we believe that we countered this by suggesting that they should use whichever means of communication they felt comfortable with. Our group was there primarily for tutors to stimulate discussion if this was not occurring naturally between the students, and the tutors involved created separate Facebook profiles for university purposes, which did not contain any personal information, and thus ensured that our professional and personal lives were kept distinct (Barcyzk & Duncan, 2012;Hutchens & Hayes, 2014) Furthermore, the use of Facebook has been found to be more practical than using online discussion boards which may be unwieldy, and to be more suited to the way in which students prefer to engage with technology (Abrahamse et al, 2015).…”

Section: The Use Of Technology In Higher Education Teaching and Learningmentioning

confidence: 99%

Reaching across continents: engaging students through virtual collaborations

Wilmot

Rushton

Hofmann³

2016

Higher Education Pedagogies

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a sheffield Business school, sheffield Hallam university, sheffield, uK; b international education consulting services, curitiba, Brazil ABSTRACT Business schools have the responsibility of preparing students for work in multicultural organisations and global markets. This paper examines a situated learning experience for undergraduates through a virtual collaboration between a UK university and a Brazilian university. This facilitated remote communication using social media and smart devices, allowing students from both institutions to enhance their cross-cultural management competencies. A qualitative approach was used for the research, drawing on the reflections of the tutors from both institutions and feedback received from students in the UK and Brazil. This paper provides empirical observations regarding the use of this innovative pedagogic approach, generating discussion of the implications for teaching, thus contributing to the literature on international collaborations in cross-cultural management education.

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In your Facebook: Examining Facebook usage as misbehavior on perceived teacher credibility

Cited by 22 publications

References 20 publications

Social media: Insights for medical education from instructor perceptions and usage

Social media: Insights for medical education from instructor perceptions and usage

Implications of social network sites for teaching and learning. Where we are and where we want to go

Reaching across continents: engaging students through virtual collaborations

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