Social Media Communication Between Instructors and StudentsÂ
  Combination Blog For Assignment 1 Week 2:  Dr. J. Thom (EDCI 515) and Dr. V. Irvine (EDCI 568) -To Be Marked
By:Â Deirdre Houghton
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Communication is the exchange of information, beliefs, understanding and thoughts between one or more individuals; and it can be delivered in a variety of ways. Our rapid, ever-changing and technologically dependent society has played a significant role in dictating how we communicate with one another, and in determining appropriate or acceptable methods of communication. Today, social media platforms, have made communication between individuals both convenient and fast. We can communicate with individuals from virtually anywhere and at any time, by simply clicking a few buttons. In the realm of education, technology has a huge impact. For example, it is a common practice of many post-secondary school instructors and students to communicate instantly, via texting, tweeting, and using other social media platforms. The concept of educators using social media as a tool to communicate with students initially brought forth feelings of shock and concern for me. Shock because of ethics we are bound to as teachers, and the need to have clear student teacher boundaries for myself both personally and professionally. I therefore, did not want anything I typed to be misconstrued. Concern because it is not a means of communication I am able to do well at this point given my skill set. Personally, I enjoy communicating with people face to face or via phone as I feel there is more emotion that can be picked up in the conversation as opposed to a text or tweet. In spite of my nervousness around the issue of social media commonly being employed as a method of communication between instructors and students, it did intrigue me. I was not sure how it would be accepted. The following two articles opened my eyes as they outline the positive effects of instructors using social media platforms to communicate with their students.
Twitter Use and its Effects on Student Perception of Instructor Credibility, by Jocelyn M. De Groot, Valerie J. Young and Sarah H. Van Slette, outline results from their mixed method research suggesting that, “In the era when technology has become interwoven with teaching, social media has emerged as a communication medium for teaching and learning. (De Groot et. al., 2015, p. 419) This article discusses their research of college students’ perception of instructors’ credibility for using Twitter as a means of communicating with students. Researchers found many arguments supporting this means of communication, including: developing a view of the instructor being more personal; breaking down the hierarchical walls, enabling students to develop more trust in the instructor; interacting online indicated that the instructors cared about their study and getting pertinent information to students; keeping lines of communication open; providing accessibility and connection; feeling more engaged in their course; and learning how do develop professional networking skills. The use of Twitter as a means of communication, between instructors and students was, for the most part, widely supported by post secondary students. This article made me understand how the immediacy of social media could be used in a positive way, to pass on pertinent information or feedback to students.
As a history teacher-researcher, the second article that I chose for interest really caught my attention because of the circumstances that influenced the research to occur in the first place: communication during political strife. A Virtual Safe Zone: Teachers Supporting Teenage Student Resilience Through Social Media in Times of War, by Hananel Rosenberg, Yaakov Ophir and Christa S.C. Asterhan, like the article by De Groot, V. et. al., focused on teachers’ usage of social media to communicate with students. Researchers employed qualitative methods to identify, “how teacher – student communication through social network technologies…supported student resilience during the…2014 Israel – Gaza War,” (Rosenberg H. et. al., 2018, p. 35); and as the first article, this style of communication was well received. Research results indicated that teachers were using social media platforms to provide emotional support to students during the war. Researchers found that students’ ability to connect with their teachers, during this armed conflict, made them feel that their teachers truly cared about them and their emotional well being. One student stated, “it [broke down the] usual barriers of student – teacher relationships that often times revolves around studying and grades.” (Rosenberg H. et. al., 2018, p. 37) A second statement read, “When the storm of fear broke, the teacher was quick to respond to each one of us…I felt that she cared about me on a personal level – not just as a teacher.” (Rosenberg H. et. al., 2018, p. 35) The social media contact between teachers and students, enabled students to feel their teacher had an “authentic concern,” (Rosenberg H. 2018, p.37) about their well being. Furthermore, the use of social media to communicate provided students with reassurance, security, encouragement, constructiveness and distraction from the terror going on around them, (an approach I did not consider until reading this article). Many students’ responses in this article supported their teachers’ usage of social media as a method of communication. For example, students stated that “the teachers were very interested in us. That was so encouraging that they cared, that something exists beyond the school hours and exams.” (Rosenberg H. et. al., 2018, p. 39) Clearly, students’ statements support the theory that social media communication breaks down barriers between instructors and their students; thereby making instructors more approachable and trustworthy.
Although both articles had the majority of students indicating they supported their instructors’ use of social media as a tool to of communicate, there were some opposed to this method. Interestingly, individuals (from both articles) had similar arguments against this method of communication, yet were worlds apart and in very different societal situations. Individuals’ arguments, included: the instructors’ use of social media as a form of communication with students crosses boundaries of professionalism; teachers should not be on social networks that teens/young adults use to communicate with one another; instructors should have a private social media account and keep it separate from students; and school is learning time, and it should not cross into private time. Regardless of the arguments, (either supporting or against) instructors’ use of social media as a way to communicate with students, is a style that is both increasingly more common and accepted by society.
When examining these articles, I, as the reader, concentrated, through the lenses of the 4Rs, primarily on the research method and researched.  The method involved in the first article was mixed methods; and the second article employed qualitative, primarily for safety reasons and limitations because of the political situation in Israel at the time. Both studies incorporated positive and negative information from the researched (those who communicated with their instructors).  I enjoyed the human connection that the qualitative research brought in these two articles.
Before reading either articles, I formed a biased opinion just by reading the titles. Initially, I felt this method of communication was unprofessional – full stop. However, reading both articles, was thought provoking; they enabled me to realize that there are benefits for students when instructors (that are comfortable using this form of communication and follow ethical guidelines) communicate using social media. The examples provided in the readings demonstrated to me that this manner of communication can provide accessibility, student support, pertinent information, and break down social barriers, thereby developing a teacher/student relationship that can foster trust and respect.
Personally, as an educator, I am not comfortable (yet) using social media sites like Twitter and Facebook to communicate with students. At present, they are not sites I am very familiar in using; and my skill set is limited, (anyone who knows me, knows texting can be an issue for me at times!) Anxiousness around the ethics, from a union and district policy standpoint, also play into my thoughts. This is a concept that is constantly reviewed throughout the year to teachers, and I would not want to be in a position where I may be misunderstood, and/or my communication skewed. Lastly, I am not sure I am ready to make myself accessible to students (and their parents) at all hours as they may seek and/or expect immediate communication or feedback. I have had parents call my home phone early in the morning to discuss a school related issue, and it really should have waited until I was at work. Therefore, separating privacy and work is an area I am struggling with. An area I would like to work on developing as a means of communication, however, includes my blogging skills. I feel this is a good place for me to develop my technology skills. This type of online communication is limited for students, but it is a start. Creating a course reference site would provide my students with specific information, important dates, large project assignment criteria reminders, writing tools and other information pertinent to the course which further supports their learning.
I recognize the realm of technology in education is vast, constantly changing, and provides both a wealth of information and opportunities for me as a learner, which I can apply to my teaching practice. I also acknowledge that at this point my skill set is limited; therefore, I will be building on what I have learned, and move forward with what I feel personally and professionally comfortable with. However, the articles have encouraged me to expand my vision on different ways to use technology to communicate with my students.  Reflecting back on the positive remarks by students, indicated in the articles, gives me the confidence to push myself out of my comfort zone, and incorporate more communication technology into my practices. Taking these steps will assist in the further development my skills and enhance my teaching practices.