Student-Teacher Interaction on Facebook: What Teachers Find Appropriate
Berhane Teclehaimanot, Torey Hickman, University of Toledo, United States
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
As faculty begin using Facebook, they are confronted with how to interact with students on the site. The literature provides anecdotal recommendations for how faculty could appropriately interact with students but lacks an empirical foundation. The results of a previous study on which interactive behaviors students found appropriate indicate that students find passive behaviors more appropriate than active. Additionally, men find student-teacher interactions on Facebook more appropriate than women while no difference exists between undergraduate and graduate students, and age was not related to finding the interactions more or less appropriate. This study will investigate how appropriate faculty find these same interactive behaviors on Facebook, comparing the results to those of the previous study on students. The study will also look for relationships between the appropriateness measures and other variables (e.g., sex, age, course level, etc.) to provide a more complete understanding.
Teclehaimanot, B. & Hickman, T. (2010). Student-Teacher Interaction on Facebook: What Teachers Find Appropriate. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2157-2162). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)