The effects of teacher self-disclosure via Facebook on teacher credibility

被引：132

作者：

Mazer, Joseph P. ^{[1
]}

Murphy, Richard E. ^{[2
]}

Simonds, Cheri J. ^{[3
]}

机构：

[1] Ohio Univ, Sch Commun Studies, Athens, OH 45701 USA

[2] Wayne State Coll, Dept Commun Arts, Wayne, NE USA

[3] Illinois State Univ, Sch Commun, Normal, IL 61761 USA

来源：

LEARNING MEDIA AND TECHNOLOGY | 2009年 / 34卷 / 02期

关键词：

self-disclosure; Facebook; competence; trustworthiness; caring; teacher credibility; STUDENT CLASSROOM PARTICIPATION; IMMEDIACY; HUMOR;

D O I：

10.1080/17439880902923655

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Research suggests that teachers who personalize their teaching through the use of humor, stories, enthusiasm, and self-disclosure are perceived by their students to be effective in explaining course content. This experimental study examined the effects of computer-mediated teacher self-disclosure on perceptions of teacher credibility. Participants who accessed the Facebook website of a teacher high in self-disclosure reported higher levels of teacher credibility than participants who viewed a low self-disclosure Facebook website. Implications for classroom pedagogy, technology use, and areas for future research are discussed.

引用

页码：175 / 183

页数：9

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