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Scholars and faculty members' lived experiences in online social networks
ARTICLE

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Internet and Higher Education Volume 16, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved January 26, 2020 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2012.01.004

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