Perceptions of Teachers\u27 Disclosures on Facebook and their Impact on Credibility

This study examines the perceptions of 83 college students about their university professors who are Facebook friends. The relevance and valence of disclosures were compared between disclosures made in the classroom and those made on Facebook and were found to be significantly different. Students’ perceptions of teacher credibility were shown to decrease as relevance of disclosures increased and as negativity increased

Assessing the Perceived Effectiveness of the Basic Communication Course: An Examination of the Mass-Lecture Format Versus the Self-Contained Format

This article evaluates the most effective and efficient instructional format for basic communication courses. The results of the analysis lend support to the use of the mass-lecture/laboratory format. Although B. Erikson and D. Strommer indicated that feelings of anonymity, common in the large lecture class, diminished motivation, commitment and personal responsibility of the students, this study did not find similar results. Students indicated, across both instructional formats, comparable perceptions of student motivation, teacher nonverbal immediacy and teacher credibility. It appears that the mass-lecture/laboratory format was perceived by students as being as effective as self-contained sections of basic courses

Perceptions of Teachers' Disclosures on Facebook and their Impact on Credibility

This study examines the perceptions of 83 college students about their university professors who are Facebook friends. The relevance and valence of disclosures were compared between disclosures made in the classroom and those made on Facebook and were found to be significantly different. Students’ perceptions of teacher credibility were shown to decrease as relevance of disclosures increased and as negativity increased.This article is published as Coffelt, T. A., Strayhorn, J., & Tillson, L. D. (2014). Perceptions of teachers’ disclosures on Facebook and their impact on credibility. Kentucky Journal of Communication, 33, 25-43. Posted with permission.</p