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Academics online: Their interests and foibles
ARTICLE

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Internet and Higher Education Volume 14, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Faculty and staff are participating in blogs and online discussions in greater numbers, but this involvement is poorly understood. This study used content analysis to evaluate 40 online discussions hosted on The Chronicle of Higher Education website. The majority (n=22) of discussions had as their main topics the personal and professional lives of faculty, 80% (n=32) of the discussions did not last for more than one month, and 15% (n=6) of the discussions experienced hijacking. Fifteen of the discussions (37.5%) had evidence of the “online disinhibition effect,” with negative comments about authors, mild comments about other posters, and personal and rude comments about others in the discussion.

Citation

Meyer, K.A. & McNeal, L. (2011). Academics online: Their interests and foibles. Internet and Higher Education, 14(2), 113-120. Elsevier Ltd. Retrieved March 26, 2019 from .

This record was imported from Internet and Higher Education on February 1, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2010.09.002

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Cited By

  1. Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks

    Diana Brandon, Charleston Southern University, United States; Holly Marich, Michigan State University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2202–2206

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