NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1172262
Record Type: Journal
Publication Date: 2018-Mar
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
Broadening Communication yet Holding Back: Teachers' Perceptions of Their Relationship with Students in the SNS-Era
Forkosh-Baruch, Alona; Hershkovitz, Arnon
Education and Information Technologies, v23 n2 p725-740 Mar 2018
Teacher-student relationship is vital for students' academic, emotional and social development, as well as for teachers' professional and personal development. This quantitative study examines teacher-student communication and relationship on Facebook among secondary school teachers (N = 180). We examined teachers' attitudes towards: (a) a policy that bans teacher-student Facebook connections; (b) using Facebook for learning. Overall, teachers were interested in broadening communication channels with students, in order to empower learning and interpersonal relationship. However, teachers also maintain traditional teacher-student differentiation; they approve using Facebook for learning and disagree with a banning policy, but also prefer using a professional profile for interacting with their students. Data regarding teachers' perceptions of relationship with their students and SNS-mediated communication present issues regarding means of communication, attitudes towards the policy of banning SNS, standpoints on using Facebook for learning, and preferred profile for communicating with students. We discuss these issues in light of academic, pedagogical, and inter-personal implications.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A