Cheri Simonds, Communication
In this session I will discuss an experimental study that examined the effects of teacher self-disclosure via Facebook on anticipated student motivation, affective learning, classroom climate, and perceptions of teacher credibility. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services. Pedagogical implications and areas for future research will be discussed.
