共查询到20条相似文献，搜索用时 31 毫秒
1.
Computer-mediated communication has become one of the many teaching strategies used to enhance students' cognitive and affective learning. What happens, however, when instructors use the Internet for personal purposes, such as staying in touch with friends and sharing gossip? This study investigated how college students perceive and communicatively manage their instructors' private information after viewing these profiles. An interpretive analysis of 21 interviews with college students confirmed previous research regarding student perceptions of instructors' self-disclosure, and students reported the information online impacted their communication with the instructor in various ways. Implications and future research suggestions are discussed. 相似文献
2.
James Aubry 《TechTrends》2013,57(6):81-87
This study explores the effects of instructor’s self-disclosure using the Facebook social networking online platform on students’ motivation types in an online language course. The participants were 104 beginning French students enrolled in an online French course at a major research university in the southeast U.S. The participants were divided into a Facebook group, where they could access the instructor’s Facebook profile throughout the semester, and a control group. The Academic Motivation Scale (Noels, Pelletier, Clement, & Vallerand, 2003) was used for determining whether the participants were intrinsically or extrinsically motivated, anchoring this research within the Self-Determination Theory model (Deci & Ryan, 1985). Post-treatment results indicated that participants assigned to the Facebook group experienced a significant shift in motivation type that research has determined as being beneficial for language learning (Gardner, 1985). No such shift occurred in students assigned to the control group. This shift is of particular importance in an online course environment where the instructor’s Facebook profile was the only means of teacher’s self-disclosure unlike a face-to-face environment where teacher self-disclosure can occur spontaneously. 相似文献
3.
This study focused on teacher self-disclosure in the classroom and the introduction of a measure that encompasses three dimensions of teacher self-disclosure: amount, relevance, and valence. Although other measures of self-disclosure exist, including a unidimensional scale for quantity of teacher self-disclosure, past research indicated that teacher self-disclosure entails more than just the amount. Specifically, we determined that relevance and valence are important dimensions of teacher self-disclosure. Additionally, the three dimensions of teacher self-disclosure related to course affect, affect for the instructor, student motivation, teacher clarity, and student interest. The Teacher Self-Disclosure Scale revealed a suitable level of reliability (α = .80 amount; α = .88 relevance; α = .84 negativity) and evidence of criterion validity. 相似文献
4.
This exploratory study is the first to identify content differences between youths’ online chats with contact child sex offenders (CCSOs; seek to meet with youths) and those with fantasy child sex offenders (FCSOs; do not meet with youths) using statistical discourse analysis (SDA). Past studies suggest that CCSOs share their experiences and emotions with targeted youths (self-disclosure grooming tactic) and encourage them to reciprocate, to build trust and closer relationships through a cycle of self-disclosures. In this study, we examined 36,029 words in 4,353 messages within 107 anonymized online chat sessions by 21 people, specifically 12 youths and 9 arrested sex offenders (5 CCSOs and 4 FCSOs), using SDA. Results showed that CCSOs were more likely than FCSOs to write online messages with specific words (first person pronouns, negative emotions and positive emotions), suggesting the use of self-disclosure grooming tactics. CCSO’s self-disclosure messages elicited corresponding self-disclosure messages from their targeted youths. These results suggest that CCSOs use grooming tactics that help engender youths’ trust to meet in the physical world, but FCSOs do not. 相似文献
5.
This study investigated K12 teachers’ Facebook usage habits, intensity, self-disclosure, privacy settings and activities. A multi-method design was employed by collecting quantitative data from 616 teachers with a Facebook account using an online questionnaire and qualitative data from 32 teachers using online open-ended questions. The results of the study showed that Facebook seems to be part of teachers’ daily routines. Moreover, they revealed that teachers were less likely to share sensitive and potentially stigmatising personal information on Facebook. Teachers were also found to set most of their Facebook privacy settings as “Friends” by taking intimacy, unwanted contacts and potential threats into consideration. Furthermore, the findings indicated that teachers felt themselves less comfortable when parents and students viewed their Facebook profiles. In addition to social engagement, teachers pointed out several ways in which Facebook was used to support educational and professional development practices. Implications, limitations and directions to further studies are discussed. 相似文献
6.
Coping with racial discrimination can be a complex and challenging endeavor, because individuals often feel powerless and stigmatized. Social support can help people cope more effectively with racial discrimination. This study examines the type and quality of supportive communication in an online forum for people who have experienced racial discrimination by examining messages’ person centeredness and facework. A total of 1,203 messages from an online support forum were coded for support type, person centeredness, and facework features. Despite the sheer volume of support, most messages were only moderately person centered, and most advice messages did not adequately attend to targets’ negative face. Our findings uncover some of the benefits and limitations of online social support, and we discuss implications for online forum moderators and participants. 相似文献
7.
Wen-Tsung Yang Yu-Ren Lin Kai-Yi Huang 《International Journal of Science Education》2013,35(10):1564-1589
This study investigated the effects of students’ prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students’ social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics. 相似文献
8.
Yolanda Lu 《Asia-Pacific Journal of Teacher Education》2015,43(5):438-449
A substantial body of research indicates that a teacher’s identity is an essential aspect of their professional practice. As this body of research grows, researchers have increasingly sought to investigate the nature of pre-service teacher identities. This paper reports on a study that examined identities in the context of a pre-service cohort’s online discussion group. By examining the group, this study attempted to address a gap in research knowledge, as research to this date has been unable to investigate pre-service teacher identities in non-course-endorsed or instructor-occupied spaces. A thematic and quantitative analysis of online postings by and interviews with group members provided an insight into how identities performed and related to one another within the online discussion group. The findings indicate that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. This study may be useful for teacher educators deliberating the use of online spaces to support pre-service teacher identity development. 相似文献
9.
In today's technology-infused world, we need to better understand relationships youth form with friends online, how they compare to relationships formed in-person, and whether these online relationships confer protective benefits. This is particularly important from the perspective of peer victimization, given that social support in-person appears to reduce the odds of victimization in-person. To address this literature gap, data from a sample of 5,542 U.S. adolescents, collected online between August 2010 and January 2011, were analyzed. The main variables of interest were: online and in-person peer victimization (including generalized and bullying forms) and online and in-person sexual victimization (including generalized and sexual harassment forms). Lesbian, gay, bisexual, and transgender (LGBT) youth were more likely than non-LGBT youth to have online friends and to appraise these friends as better than their in-person friends at providing emotional support. Peer victimization and unwanted sexual experiences were more commonly reported by LGBT than non-LGBT youth. Perceived quality of social support, either online or in-person, did little to attenuate the relative odds of victimization for LGBT youth. For all youth, in-person social support was associated with reduced odds of bully victimization (online and in-person) and sexual harassment (in-person), but was unrelated to the other outcomes of interest. Online social support did not reduce the odds of any type of victimization assessed. Together, these findings suggest that online friends can be an important source of social support, particularly for LGBT youth. Nonetheless, in-person social support appears to be more protective against victimization, suggesting that one is not a replacement for the other. 相似文献
10.
幼儿园社会领域教育是以发展幼儿的社会性为目标,增进幼儿的社会认知,激发幼儿的社会情感,并引导幼儿的社会行为为主要内容的教育。作为新时代的幼儿教育工作者,如何开展新时代背景下的社会领域教育,是一个值得我们思考和探究的方向。 相似文献
11.
This study examines the influence of aspects of naturally occurring instructor self-disclosure (intent, amount, positiveness, depth, and honesty) on students’ evaluations of their current instructor. Female college students (N?=?333) completed measures of their evaluation of their instructor and perceptions of the instructor's self-disclosure in the classroom. The findings partially replicate those from a study of hypothetical instructor self-disclosure (Sorensen, Communication Education, 38, 259–276, 1989) in that instructor self-disclosure that was perceived to be more honest, positive, and intentional was associated with more positive evaluations of the instructor. The disclosure-liking hypothesis which predicts that greater amounts of instructor self-disclosure would be positively associated with evaluations was not supported. These results may serve as a guideline for instructors’ classroom communication about themselves. 相似文献
12.
Brian Holmes 《European Journal of Education》2013,48(1):97-112
A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience. 相似文献
13.
丘文福陈志勇 《宁波大学学报(教育科学版)》2017,(5):13-018
“95后”大学生是随着互联网的迅速发展成长起来的一代,网络新媒体深刻地影响着他们的心理与行为,为考察“95后”大学生社交媒体自我呈现对其综合幸福感的影响,根据568名“95后”大学生的有效数据,结果显示:（1）“95后”大学生社交媒体自我呈现与其获得的网络社会支持、综合幸福感都存在显著正相关,但相对于积极自我呈现,真实自我呈现与两者的相关度更高。（2）无论是“95后”大学生的积极自我呈现还是真实自我呈现都能显著正向预测其综合幸福感,并通过网络社会支持的中介作用产生影响。 相似文献
14.
The use of corporal punishment (CP) is a strong risk factor for many poor outcomes for children including child maltreatment. The use of CP occurs within social contexts which are important to understand. Although it is known that perceived social norms regarding CP are related to its use, the specific role that a mother’s primary support person plays in influencing attitudes toward and use of CP remains unknown. The current study assessed linkages between maternal perceived social support in parenting and perceived injunctive norms of CP from her primary source of support, with maternal attitudes toward and use of CP. Survey data were collected from female primary caregivers (N = 436) of children age 2 to 7 years (mean age = 3.7) enrolled in Special Supplemental Nutrition Program for Women, Infants and Children (WIC) clinics in Southeastern Louisiana. Most frequently, the biological father of the child (37.9%) and the maternal grandmother of the child (24.2%) were identified as the participant’s primary source of social support in parenting. Perceived injunctive norms of this support person toward CP use were significantly and positively associated with attitudes toward, AOR = 5.97, 95% CI = [4.04, 8.82], and use of CP, AOR = 3.77, 95% CI = [2.55, 5.59]. However, perceived social support was not associated with these outcomes and also did not moderate these associations. Findings suggest that efforts to reduce maternal risk for child physical abuse and use of CP must include the mother’s primary source of social support if they are to be successful. 相似文献
15.
Social networks have become popular communication and interaction environments recently. As digital environments, so as ecosystems, they have potential in terms of networked learning as they fulfill some roles such as mediating an environment for digital identity formation and providing social and emotional presence. Based on this phenomenon, the importance of identity formation as a sociological and psychological process was explained throughout this study. Following that, social networks as digital social ecosystems and learning environments in which self-actualization, self-presentation, and self-disclosure of the individuals were discussed and their necessity as well as their potential for social and emotional presence was explained to better understand social networks. Besides, social networks and “Facebook” as a case were examined. Within this perspective, the purpose of this study was to explore online social networks with an emphasis on learning; to put forward its educational premises; and to analyze digital identity formation, social presence, and emotional presence in social networks. 相似文献
16.
BackgroundChild abuse pediatricians (CAPs) are often consulted for injuries when child physical abuse is suspected or when the etiology of a serious injury is unclear. CAPs carefully evaluate the reported mechanism of the child’s injury and the medical findings in the context of the child’s family and social setting to identify possible risk and protective factors for child abuse and the need for social services. It is unknown what population risk indicators along with other social cues CAPs record in the social history of the consultation notes when assessing families who are being evaluated for child physical abuse.Participants and settingThirty-two CAPs representing 28 US child abuse programs.MethodsParticipants submitted 730 completed cases of inpatient medical consultation notes for three injury types: traumatic brain injury, long bone fracture, and skull fracture in hospitalized children 4 years of age and younger. We defined a priori 12 social cues using known population risk indicators (e.g., single mother) and identified de novo 13 negative (e.g., legal engagement) and ten positive social cues (e.g., competent parenting). Using content analysis, we systematically coded the social history for the social cues.ResultsWe coded 3,543 cues resulting in a median of 7 coded cues per case. One quarter of the cues were population indicators while half of the cues were negative and one quarter positive.ConclusionsCAPs choose a wide variety of information, not always related to known population risk indicators, to include in their social histories. 相似文献
17.
This article addresses the ways in which learners’ silence plays out within asynchronous and synchronous text‐based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non‐participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors’ efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis—both empirical and theoretical—on the notions of online silence, social presence, and communication. 相似文献
18.
Increasingly, people are making initial connections through social networking and online dating sites. However, we have limited information about how the use of computer-mediated communication (CMC) compares to face-to-face (FtF) for making initial social connections. The purpose of the present study was to compare liking and other affiliative outcomes of dyads who become acquainted in an interaction that progressed from CMC, to Skype, and finally to FtF versus dyads who became acquainted entirely FtF. The dyads engaged in a three-segment, structured self-disclosure task to become acquainted and were randomly assigned to either the continuous FtF condition (n = 48) or the CMC to FtF condition (n = 40). Participants’ reactions were assessed after each segment of interaction. Comparisons after the first segment revealed that those who interacted over CMC-text reported less enjoyment of the interaction, in addition to less liking of, closeness with, and perceived similarity to their discussion partner than those who interacted FtF. However, participants in the CMC to FtF condition increased in their positive reactions over the course of the interaction to a greater degree than did those in the continuous FtF condition, and consequently were able to catch up to them by the end of the final segment of interaction. Overall, our study suggests that although initial communication through online-text may elicit less positive impressions of an interaction partner relative to FtF, these effects may be mitigated upon partners moving quickly to FtF or through other rich channels (video). 相似文献
19.
Laura Gray 《Educational Psychology in Practice》2018,34(2):175-194
Upcoming statutory UK government guidance for keeping children safe in education reflects the use of social media, which is one of the most common activities undertaken by young people. This study explores how and why young people are using social networking sites (SNS) and whether there are age or gender differences. A key feature of the study was that the research was built around the views and interests of young people and their advice was sought at each point of the four phase methodological process. The study finds significant gender and age differences related to how young people use SNS. An unexpected but significant finding relates to young people’s perception of SNS and how closely it is associated to their offline lives. By understanding that a large proportion of young people perceive SNS as being different to their offline lives, this study provides a new area of focus in order to effectively support young people online. 相似文献
20.
A rich interdisciplinary literature exists exploring the determinants of state higher education funding policies. However, that work has collectively ignored an important finding from political economy literature: namely, that citizens’ preferences regarding public spending are strongly influenced by the state’s ethnic and racial context. Drawing on a unique panel of state-level data covering the years 1982–2009, we find that states demarcated by increased racial and ethnic diversity and eroding white majorities do tend to spend less on subsidies to public higher education, resulting in decreased state appropriations as well as more tepid support for financial aid programs. Critically, however, we find that the negative effects of increased ethnic and racial fractionalization can be mitigated—and in some circumstances, fully offset—by a high degree of positive social interaction between ethnic and racial groups. These results are discussed within the pragmatic context of continued state emphasis on degree attainment as a mechanism to foster economic growth as well as broader considerations about equality and social justice. 相似文献