An introduction to the potential of social networking sites in education
This paper reviews Social Networking Sites (SNS) that have become available via the Internet in the light of usability for teaching and learning. Membership rules relating to entries for some popular sites, such as “Facebook” and “MySpace” are reviewed. Characteristics of these sites are reviewed and then compared to evaluate the trust and privacy issues of shared information available to any given social group. Trust and privacy plays a critical role when SNS are used for the purpose of teaching and learning. Thus, the negative and positive aspects of SNS are reviewed in detail. This knowledge will form the basis to assist with regulating SNS for teaching and learning. Publication Details This conference paper was originally published as Griffith, S and Liyanage, L, An introduction to the potential of social networking sites in education, Proceedings of the Emerging Technologies Conference, University of Wollongong, 18-21 June 2008. This conference paper is available at Research Online: http://ro.uow.edu.au/etc08/9
I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate
This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. 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.
Nonprofit Communication and Fundraising in China: Exploring the Theory of Situational Support in an International Context
Using a survey of 586 college students from Beijing, China, this study tested the theory of situational support by exploring Chinese students’ motivations to participate in nonprofit fundraising events. This study also compared theory variables between Chinese and U.S. college students by looking at similar data from a survey previously conducted with 514 U.S. students. There were differences between the two groups regarding constraint recognition, subjective norms, attitudes toward fundraising, and other variables, perhaps because of Confucianism, collectivism, and other differences between China and the United States. The findings generate a range of theoretical and practical implications including how nonprofit practitioners in China might develop better communication and messaging strategies to segment publics, motivate potential donors, and advance future fundraising efforts.