scholarly journals Teacher-student relationship and Facebook-mediated communication: Student perceptions

Comunicar ◽  
2017 ◽  
Vol 25 (53) ◽  
pp. 91-101 ◽  
Author(s):  
Arnon Hershkovizt ◽  
Alona Forkosh-Baruch
Keyword(s):  
Student Perceptions ◽  
Social Networking Sites ◽  
Redes Sociales ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Effective Implementation ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Students Attitudes ◽  
Student Relationship

Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation. La relación profesoralumno es crucial para un aprendizaje y una enseñanza exitosos. Actualmente, la comunicación entre alumnos y profesores –factor esencial que facilita estas relaciones– sucede a través de las redes sociales. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. La muestra incluyó a alumnos israelíes de educación media y secundaria de 1219 años de edad (n=667). Se comparó la relación alumnoprofesor entre subgrupos de alumnos de acuerdo al tipo de conexión con sus profesores en Facebook (o la falta de conexión), sus actitudes hacia la prohibición de conexión por Facebook con los profesores, y sus percepciones acerca del uso de Facebook para el aprendizaje. Con respecto a las actitudes de los alumnos en relación a la prohibición de comunicación alumnoprofesor vía redes sociales, así como el uso del Facebook para estudiar, encontramos diferencias significativas en tres grupos de alumnos: aquellos que no se interesan por conectarse con sus profesores en Facebook, aquellos que se conectan con sus profesores en Facebook, y aquellos que no están conectados con sus profesores, pero que desean hacerlo. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. En esta última existe una brecha entre las expectativas del alumno y la experiencia práctica. La clave para cerrar esa brecha se basa en las normas y la implementación efectiva.

scholarly journals Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

10.28945/2329 ◽  
2015 ◽  
Vol 11 ◽  
pp. 273-289 ◽  
Author(s):  
Alona Forkosh Baruch ◽  
Arnon Hershkovitz ◽  
Rebecca P. Ang
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Personal Development ◽  
Quantitative Research ◽  
Personal Characteristics ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teaching Learning

Teacher-student relationships are vital for academic and social development of students, for teachers’ professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N=160) and students (N=587) who are willing to connect with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups (willing to connect vs. not willing to connect) within both populations (teachers and students). Also, in both populations, those who were willing to connect, compared to those who were not willing to connect, present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were willing to connect showed a greater degree of closeness with their teachers compared to those who were not willing to connect. This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.

Teacher-Student Relationship in the Facebook Era

2015 ◽  
pp. 145-172 ◽  
Author(s):  
Alona Forkosh-Baruch ◽  
Arnon Hershkovitz
Keyword(s):  
Decision Making ◽  
Student Teacher ◽  
Social Networking Sites ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Relationships ◽  
Teacher Student Relationship ◽  
Teacher Students ◽  
Student Relationship

The popularity of social networking sites has facilitated new modes of teacher-student communication, conveying the potential of changing teacher-students interaction. The goal of this chapter is to examine students' and teachers' perceptions of student-teacher SNS-based relationships in the Facebook era and to supply evidence that supports decision making. The authors present two studies involving secondary school Israeli students and teachers, examining the relations between Facebook-based student-teacher communication and student-teacher relationships. Findings suggest that Facebook communication may be beneficial but highlight conflicting issues. The authors discuss the implications of these studies, offering recommendations that include comprehensive support of teachers in developing new ICT literacies. They recommend further research as a means of providing educational policymakers and stakeholders with evidence to assist with informed decision making, as well as a means to empower teachers by allowing them to make decisions based on their educational beliefs.

scholarly journals Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

10.28945/4256 ◽  
2019 ◽  
Vol 15 ◽  
pp. 059-080
Author(s):  
Alona Forkosh Baruch ◽  
Arnon Hershkovitz
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Classroom Environment ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
School Context ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Perspectives

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of teacher-teacher communication via Facebook, as perceived by teachers in secondary education. Background: Teacher-student relationship is key to teachers’ wellness and professional development and may contribute to positive classroom environment. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways teacher-student relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing responses to open-ended questions about this topic by middle- and high-school teachers’ all across Israel (N=180). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on teachers’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: Overall, teachers who were connected to their students de facto, as well as teachers who expressed a wish to be connected to their students, acknowledged the advantages of befriending their students on Facebook, in terms of both teacher- and student benefits. Teachers’ overall viewpoint on the negative aspects of Facebook-connections with students is multifaceted. As such, our findings highlight the complexity of using social networking sites by teachers. Recommendations for Practitioners: We recommend that educators who wish to extend the relationship with their student to online platforms do so wisely, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential draw-backs. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend that education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend that researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. The issues studied here should also be studied in different cultural contexts. We recommend broadening the research and making results available to policymakers when making decisions regarding social media in educational contexts. Impact on Society: Understanding teachers’ perspectives of their relationship with their students in today’s digital, networked world gives us a better understanding of the changing role of teachers; hence, it may assist in planning teacher training and professional development, with the ultimate goal of realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

scholarly journals Teacher and student perspectives on one-to-one pedagogy: practices and possibilities

2014 ◽  
Vol 32 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Gemma Carey ◽  
Catherine Grant
Keyword(s):  
Pedagogical Practice ◽  
Learning And Development ◽  
Student Expectations ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Self Sufficiency ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
One To One ◽  
Student Relationship

This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher–student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students’ learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices ‘from the inside’ to characterise one-to-one practice, the study contributes to evidence-based research about learning and teaching in the conservatoire environment.

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