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I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate 1
Authors:
Joseph P. Mazer - Joseph P. Mazer (M.S., Illinois State University, 2006) is a doctoral student in the School of Communication Studies at Ohio University;
Richard E. Murphy - Richard E. Murphy (M.S., Illinois State University, 2006) is an instructor in the Department of Communication Arts at Wayne State College; Cheri J. Simonds - Cheri J. Simonds (Ph.D., University of Oklahoma, 1995) is an Associate Professor in the School of Communication at Illinois State University
DOI:
10.1080/03634520601009710
Publication Frequency:
4 issues per year
Subjects:
Communication Studies;
Pedagogy;
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Abstract
This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.
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This project was funded in part by a Teaching-Learning Development Grant from the Center for Teaching, Learning, and Technology at Illinois State University.
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| Keywords: Teacher Self-disclosure; College Student Motivation; Affective Learning; Classroom Climate |
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