Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriation, and compartmentalization
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Authors
Veletsianos, George
Kimmons, Royce
French, Karen
Issue Date
2013
Type
Article
Language
en
Subject
Online social networks , Postsecondary education , Teachers
Alternative Title
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.
Description
Citation
Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriation, and compartmentalization. Educational Technology, Research and Development, 61(2), 255-278.
Publisher
Educational Technology, Research and Development
License
Journal
Volume
Issue
PubMed ID
ISSN
1556-6501