Teaching style and attitudes towards Facebook as an educational tool

Prescott, Julie ORCID: 0000-0001-8612-2495 (2014) Teaching style and attitudes towards Facebook as an educational tool. Active Learning in Higher Education, 15 (2). pp. 117-128. ISSN 1469-7874

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Official URL: http://journals.sagepub.com/doi/full/10.1177/14697...


There is a distinct lack of research that has considered university staff use of and attitudes towards Facebook. The aim of this study was to gain an understanding of how teaching staff at one UK university use Facebook, and their attitudes towards Facebook and online professionalism, in terms of the student–staff relationship. An online survey was developed that included the Principles of Adult Learning Scale to explore whether attitudes towards the use of Facebook as an academic tool differed between teaching staff with a teacher-centred style and teaching staff with a learning-centred style. This article offers insight into teaching staff attitudes towards the use of Facebook in an educational context. The results shed light on whether or not teaching style is related to attitudes towards use. Differences in attitude were found which indicate those with a teacher-centred style do not view online and offline identities blurring as much.

Item Type: Article
Additional Information: Full text of this article is not available in this repository.
Uncontrolled Keywords: Facebook, learning, social networking, teaching styles
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: School of Education and Psychology > Psychology
Depositing User: Sarah Taylor
Date Deposited: 19 Dec 2016 13:25
Last Modified: 05 Mar 2018 15:08
Identification Number: 10.1177/1469787414527392
URI: http://ubir.bolton.ac.uk/id/eprint/1012

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