I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

By Joseph P. Mazer, Richard E. Murphy, Cheri J. Simonds. 2007

1,179 citations recorded by the source corpus.

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.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/863603df20a9d7b74b6743e68c025468be9f6d1a

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Citations in the corpus

Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software. (2010, background): “Although there may be attempts by teachers to co-opt the technologies students use for communication and entertainment, such attempts may be perceived by students as intrusions into “their space” (Mazer, Murphy & Simonds, 2007).”
Using online social networking for teaching and learning: Facebook use at the University of Cape Town (2009, background): “Some research, for example, has explored how students feel about having lecturers on Facebook (Hewitt & Forte 2006) and how faculty participation affects student–professor relations (Mazer, Murphy & Simonds 2007).”
Social Media Use in Higher Education: A Review (2018, background): “) and support that social networks can create a more efficient educational environment and increase (or sometimes expect to increase) educational performance [55].”
Student-Teacher Interaction on Facebook: What Students Find Appropriate (2011, background): “Mazer et al. (2007) found a roughly even split in the proportions of students finding faculty on Facebook appropriate and inappropriate.”
Attitudes Toward Online Social Connection and Self-Disclosure as Predictors of Facebook Communication and Relational Closeness (2011, methodology): “That previous research recognizes both self-disclosure (Acquisti & Gross, 2006; Mazer et al., 2007) and social connection (Donath, 2007; Ellison et al., 2007) as core SNS behaviors further supports this line of argumentation; also, that Facebook’s basic site structure aims to gratify both of these…”
Faculty and Student Relationships: Context Matters (2014, background): “…on Facebook indicated that most students appreciated the opportunity to know more about their professor, although results further suggested that the possibility of too much information was damaging to the professor’s credibility and overall professionalism (Mazer, Murphy, and Simonds 2007).”
Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. (2012, background): “Despite the limited usage of social media in the academic world, research has supported connectivism theory and found benefits in using social media by instructors if the technology is adopted for teaching ( Mazer et al., 2007; 2009).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “It is therefore important for blended learning environments to foster a motivating and affective learning climate (Mazer, Murphy, & Simonds, 2007), which makes that learners feel safe, accepted and valued, and promotes positive attitudes towards the course and the instructor (Mazer et al., 2007; Tom”