Title

The Effects of Teacher Self-Disclosure via Facebook on Teacher Credibility

Authors

J. P. Mazer, Illinois State University
R. E. Murphy, Illinois State University
Cheri J. Simonds, Illinois State University

Document Type

Article

SoTL Category

Instructor/Faculty Considerations

Publication Date

2009

Abstract

Research suggests that teachers who personalize their teaching through the use of humor, stories, enthusiasm, and self-disclosure are perceived by their students to be effective in explaining course content. This experimental study examined the effects of computer-mediated teacher self-disclosure on perceptions of teacher credibility. Participants who accessed the "Facebook" website of a teacher high in self-disclosure reported higher levels of teacher credibility than participants who viewed a low self-disclosure "Facebook" website. Implications for classroom pedagogy, technology use, and areas for future research are discussed. (Contains 2 tables and 1 note.)

Comments

This article was published in Learning, Media and Technology. Vol. 34, Number 2. (2009).

Recommended Citation

Mazer, J. P.; Murphy, R. E.; and Simonds, Cheri J., "The Effects of Teacher Self-Disclosure via Facebook on Teacher Credibility" (2009). Scholarship of Teaching and Learning Publications. 17.
https://ir.library.illinoisstate.edu/sotlpubs/17