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首页> 外文期刊>International Journal of Continuing Engineering Education and Life-long Learning >Student-teacher relationship in the Facebook era: the student perspective
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Student-teacher relationship in the Facebook era: the student perspective

机译：Facebook时代的师生关系：学生视角

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摘要

Student-teacher relationships are vital for students' academic development and for their well-being. As social network sites (SNS) have become increasingly popular, school authorities and policymakers are concerned about the implications of student-teacher connections using them, often resulting in banning such communication. While these regulations might have far-reaching social impacts, empirical evidence supporting them is meager. The main goal of the qualitative exploratory study reported herewith, involving lower and higher secondary school Israeli students (N = 11), is to understand the relations between Facebook-based student-teacher communication and student-teacher relationships. Findings suggest that communication between Israeli students and teachers on Facebook was limited; however, it was useful for some students as an available means of communication with their teachers. Generally, students see Facebook as a closed territory for youngsters; still, they do tend to befriend teachers they connect with in 'real-life'. Findings highlight opportunities, rather than risks, of SNS-mediated student-teacher relationships, implicating the need for evidence-based decision-making.
机译：师生关系对于学生的学术发展和他们的福祉至关重要。随着社交网站（SNS）的日益普及，学校当局和政策制定者担心使用它们的学生与教师之间的联系所带来的影响，这常常导致禁止此类交流。尽管这些法规可能会产生深远的社会影响，但支持这些法规的经验证据很少。报告的定性探索性研究的主要目标是了解初中和高中以色列学生（N = 11），目的是了解基于Facebook的师生交流与师生关系之间的关系。调查结果表明，以色列学生和老师在Facebook上的交流有限；但是，对于某些学生来说，这是与老师交流的一种有用的手段。通常，学生将Facebook视为青少年的封闭区域。仍然，他们确实倾向于与他们在“现实生活”中联系的老师成为朋友。调查结果突出显示了SNS介导的师生关系的机会而不是风险，这意味着需要进行循证决策。

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