Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84–96. http://doi.org/10.1016/j.compedu.2015.04.015
Notes:
p.91: when instructors disclose private information about themselves, like photographs and bibliographies; it positively affects educational outcomes. — Highlighted Jan 30, 2016
p.91: appropriate humor does enhance educational outcomes when an instructor is communicating with students outside of the classroom via Facebook. — Highlighted Jan 30, 2016
p.91: humor supports the instructor-student relationship, and removes barriers between them. — Highlighted Jan 30, 2016
p.92: students actually engaged more in the course-based social networks where the instructors made posts that included self-disclosure and humor. — Highlighted Jan 30, 2016
p.92: more with the posts that contained self-disclosure and humor than they did with those posts that were related to course content. — Highlighted Jan 30, 2016
See Also
- Stewart (2015). Scholarship in abundance: influence, engagement, and attention in scholarly networks
- Zygmunt Bauman: Social media are a trap
- Banerjee (2012). Topological Stability and Dynamic Resilience in Complex Networks
- Gibson et al. (1998). Inferring web communities from link topology
- Zuckerman on Xenophilia and bridging