Paper Info
Title
Broadening communication yet holding back: Teachers' perceptions of their relationship with students in the SNS-era.
Abstract
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.
Year
DOI
Venue
2018
10.1007/s10639-017-9632-z
EAIT
Keywords
Field
DocType
Social networking sites,Teacher-student relationship,Teacher-student communication,Teachers’ attitudes,SNS-mediated communication,Facebook
Social media,Computer science,Interpersonal relationship,Personal development,Cyberpsychology,Teaching method,Pedagogy,Social change,Perception,Statistical analysis
Journal
Volume
Issue
ISSN
23
2
1360-2357
Citations 
PageRank 
References 
2
0.37
11
Authors
2
Name
Order
Citations
PageRank
Alona Forkosh-Baruch1779.60
Arnon Hershkovitz210613.39