Instant Messaging between Students and Faculty: A Tool for Increasing Student-Faculty Interaction
Corey A. Hickerson, James Madison University, United States ; Matt Giglio, Virginia Tech, United States
International Journal on E-Learning Volume 8, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study explores the pedagogical potential of instant messaging in a communication course. Two instructors made themselves available to students via instant messaging as a supplement to other modes of communication (e.g., e-mail, office hours). In order to gauge students' reactions to and use of the technology, the researchers kept logs of faculty-student interactions and administered a student survey. The results suggest that students will use instant messaging with their instructors for typical academic purposes. Students reported that instant messaging helped academically and enhanced both the quantity and quality of interactions with their instructor. Faculty perceived the technology as offering new teaching tools and supporting rather than hindering instructional needs. The data also suggest using instant messaging does not decrease other forms of faculty-student communication. Overall, both students and instructors found instant messaging a useful educational tool.
Hickerson, C.A. & Giglio, M. (2009). Instant Messaging between Students and Faculty: A Tool for Increasing Student-Faculty Interaction. International Journal on E-Learning, 8(1), 71-88. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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Mark J. Piwinsky & Brittany L. Pavolik, Indiana University of Pennsylvania, United States; Mary Beth Leidman, Indiana University of Pennsylvani, United States; Lacey A. Fulton, Clarion University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2269–2274
Mary Beth Leidman, Mark Piwinsky & Matthew McKeague, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2288–2293
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