Scholars and faculty members' lived experiences in online social networks
Internet and Higher Education Volume 16, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Research into faculty members' use of technology and social networking sites has largely focused upon pedagogical practice, at the expense of understanding user experiences with these technologies. Through phenomenological interviews with three faculty members, we investigate their lived experiences with social networking sites. Results point to a tension that exists between personal connection and professional responsibility, revolving around the essences of faculty members establishing personal and professional boundaries, maintaining appropriate and meaningful connections, structuring participation so that others see them in a certain light, and using their time efficiently. These findings highlight the synergies and tensions between online social networks and faculty identity: While social networking sites can be used for professional purposes, faculty members may resist or reject the values embedded in such tools, which they feel may impact the ways that they perceive themselves, their teaching, and their research.
Veletsianos, G. & Kimmons, R. (2013). Scholars and faculty members' lived experiences in online social networks. Internet and Higher Education, 16(1), 43-50. Elsevier Ltd.
Cited ByView References & Citations Map
Emergent Learning Paths in Higher Education Online Learning: Pedagogical Implications for Faculty Adoption of Web 2.0 Technologies
Marianne Justus, University of Phoenix, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1193–1195
Patient Rambe, University of the Free State; Dick Ng'ambi, University of Cape Town
Australasian Journal of Educational Technology Vol. 30, No. 3 (Aug 05, 2014)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.