Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriation, and compartmentalization
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Issue Date
2013
Authors
Veletsianos, George
Kimmons, Royce
French, Karen
License
Subject
Online social networks
Postsecondary education
Teachers
Postsecondary education
Teachers
Abstract
Researchers and practitioners have suggested that the use of social networking sites in formal
education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have
included social networking features. Nevertheless, empirical literature examining user
experiences, and more specifically instructor experiences, with these tools is limited. In this
qualitative study, we address this gap in the literature by reporting the experiences of five
instructors who used a social networking platform in their courses. We find that instructors (a)
had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous
ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d)
faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used
“on the ground” is contested and contrasts starkly with the narrative of how social software
might contribute benefits to educational practice. In addition, we note that learning management
systems may frame the ways through which other tools, such as social media and Elgg, are
understood, used, and experienced.