Social Capital in High-Schools: Teacher-Student Relationships within an Online Social Network and Their Association with In-Class Interactions and Learning

Autor/inn/en	Kasperski, Ronen; Blau, Ina
Titel	Social Capital in High-Schools: Teacher-Student Relationships within an Online Social Network and Their Association with In-Class Interactions and Learning
Quelle	In: Interactive Learning Environments, 31 (2023) 2, S.955-971 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kasperski, Ronen) ORCID (Blau, Ina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1815220
Schlagwörter	High School Students; Social Capital; Teacher Student Relationship; Social Networks; Computer Mediated Communication; Classroom Environment; Interaction; Learning Processes; Interpersonal Relationship; Student Participation; Learning Activities; Peer Relationship; Cooperation; Teacher Behavior; Adjustment (to Environment); Foreign Countries; Social Media; Israel + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sozialkapital; Teacher student relationships; Lehrer-Schüler-Beziehung; Social network; Soziales Netzwerk; Computerkonferenz; Klassenklima; Unterrichtsklima; Interaktion; Learning process; Lernprozess; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernaktivität; Peer-Beziehungen; Co-operation; Kooperation; Teacher behaviour; Lehrerverhalten; Ausland; Soziale Medien
Abstract	With technological development, social networking has become a powerful resource for building relationships, improving collaboration and facilitating learning processes. However, while the majority of educational research on this topic has focused mainly on university students' use of social media, less is known about the potential of social media to enhance social capital and to facilitate learning among adolescents. Thus, the current study examines (1) the nature of relationships between high-school students and their teachers on an online social network and their impact on (2) classroom atmosphere and (3) learning processes. To this end, a Grounded Theory approach was adopted to analyze semi-structured interviews with ten youth aged 15-18 and their teachers and with retrospective follow-up observations of actual online teacher-student interactions. The findings showed that interactions on social media strengthened relationships, improved classroom atmosphere, increased active participation in learning activities, and encouraged collaboration and peer support. However, the findings also shed light why some teachers might avoid communication with students via social networking, although it is imperative to increase their presence in social media for the prevention of online "flaming" behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01