104 research outputs found
Creation and validation of the Online Self-Disclosure via Educational Platforms Scale
Globally, higher education (HE) institutions now implement some element of hybrid learning, heightened since the COVID-19 pandemic and temporary shift to online learning. To communicate, online self-disclosure (revealing information about the self) is required. The majority of HE students are aged between 18-24 years, which is considered the developmentally sensitive period of âemerging adulthoodâ. Having only ever known a digitally-connected world, emerging adults self-disclose differently to other generations when communicating via an online environment. Whilst communicating online with HE staff, students may self-disclose in a way that misaligns with the expectations of staff; this may result in miscommunication or over-disclosure (revealing inappropriate information to a misjudged audience). Over-disclosing via online educational platforms (e.g., Moodle, MS Teams, and e-mail) may result in negative feedback from staff and this may impact student experience, engagement and attainment. Problematically, no standardized measure exists that captures student self-disclosure via online educational platforms and so research on this topic is currently limited and theoretically unstable. Via a three-phase study, comprising four studies and 283 participants, we have created and conducted an initial evaluation of the online self-disclosure via educational platforms (OSDEP) scale. The OSDEP scale is the first psychometric tool to specifically measure HE studentsâ online self-disclosure behaviors specifically within an online educational context. The OSDEP scale can be used for future educational and pedagogical research to further understand HE studentsâ online self-disclosure behaviors and to what extent these may be associated with topics such as mental health, engagement, attainment, and student experience
'A language we understand':Studentsâ perceptions of emojis, memes and gifs in higher education teaching.
Emojis, memes and gifs are visual representations of emotions, concepts and pop culture references, and are being increasingly used within higher education teaching. Although positive perceptions have been found when using these with children, an understanding of higher education studentsâ perceptions around lecturerâs emoji, meme and gif use remains unknown. To explore this, we thematically analysed ten one-to-one semi-structured interviews conducted with higher education university students (Mage= 20.6 years, SD= 1.06; 8 female) based at UK institutions. Key themes of communication and learner experience arose from the data. Students identified emojis, memes and gifs as positive in fostering personability of the lecturer, as well as aiding attention and understanding of learning content. Although, students did recognise that over-disclosure and distraction were negative outcomes of using emojis, memes and gifs. These findings are important in adding to the pedagogical debate around the use of visual stimuli and digital communication within higher education teaching
Studentâs impression management and self-presentation behaviours via online educational platforms: An archival review
Across global higher education contexts, students and staff are communicating online. Online communication is facilitated by the online disinhibition effect (reduction of nonverbal cues eases communication) and in turn this may make online self-presentation (behaviours used to present a desired version of the self) easier. Students may be utilising online self-presentation techniques to facilitate online communication with staff. We know that online self-presentation techniques can be advantageous, but where inappropriate they may be detrimental to the student-staff relationship. This study explores whether students are using self-presentation techniques when they communicate online with staff via an archival review of both private (e-mail messages) and public (Moodle forum posts) online educational environments. Through a deductive thematic analysis we identify that students are indeed using online self-presentation techniques but that these vary depending on whether the online educational environment is private or public. This is the first study to explore this topic via an archival review and we encourage future research to consider the role of online self-presentation techniques within student-staff communication
The interplay between teachersâ value-related educational goals and their value-related school climate over time
Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachersâ value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (t1ââât4). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachersâ value-related educational goals were measured with the Portrait Values Questionnaire, and teachersâ perception of their school climate was measured with the 12-Item School Climate Measure Scale. Random Intercept Cross-Lagged Panel Models along with Multiple Imputation for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartzâs Higher-Order Value Types: Openness to Change, Conservation, Self-Enhancement, and Self-Transcendence and their corresponding dimensions of a perceived value-related school climate of Innovation, Stability, Performance, and Support. For the dimensions âInnovation and Openness to Change,â the analyses revealed that the perceived value-related school climate of Innovation predicted teachersâ value-related educational goals of Openness to Change significantly from t1 to t2, while an effect in the opposite direction from t2 to t3 and from t3 to t4 was found. For the dimension âStability and Conservation,â the analyses revealed that the perceived value-related school climate of Stability predicted teachersâ value-related educational goals of Conservation from t3 to t4. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments
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âThe world we live in nowâ: a qualitative investigation into parentsâ, teachersâ and childrenâs perceptions of social networking site use
Background
Younger children are increasingly using social networking sites (SNS; Ofcom, Children and Parents: Media Use and Attitudes Report, 2019, https://www.ofcom.org.uk/__data/assets/pdf_file/0020/108182/children-parents-media-use-attitudes-2017.pdf). In doing so, they may experience both benefits (e.g., enhanced social capital) and risks (e.g., cyberbullying). Parents and teachers play an important role in shaping childrenâs perceptions via internet mediation behaviours (Livingstone et al., 2017, J. Commun., 67, 82).
Aims
An understanding of both childrenâs and adultsâ perceptions of the risks and benefits of SNS use within the home and school contexts is limited within current literature. This study explored parentsâ, teachersâ, and childrenâs perceptions of the risks and benefits of SNS use and how adults mediate this.
Sample(s)
A sample of 42 participants, including 13 parents (aged 28â48), 14 teachers (aged 26â54), and 15 children (aged 7â12), participated within this study.
Methods
Participants took part in one-to-one semi-structured interviews exploring SNS use and risk and benefit perceptions, as well as internet mediation behaviours with adult participants.
Results
Findings highlight bonding social capital as the main benefit. Children recognize stranger danger as a risk but fail to perceive the wider online risks (e.g., cyberbullying). Parentsâ and teachersâ restrictive mediation behaviours are informed by perceptions of stranger danger, safeguarding, and children lacking online responsibility.
Conclusions
Findings highlight the importance of shifting guidance from stranger danger to discussing the wider SNS risks, as well as the benefits; it is crucial for greater financial investment and policy to overcome barriers to e-safety education
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