"Back-Stage" Dissent: Student Twitter Use Addressing Instructor Ideology

Autor/inn/en	Linvill, Darren L.; Boatwright, Brandon C.; Grant, Will J.
Titel	"Back-Stage" Dissent: Student Twitter Use Addressing Instructor Ideology
Quelle	In: Communication Education, 67 (2018) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2018.1428998
Schlagwörter	Dissent; Ideology; Mass Media Use; Content Analysis; Qualitative Research; Student Attitudes; Teacher Behavior; Social Media; Student Experience; Student Characteristics; Online Searching; Beliefs; Conflict; Perspective Taking; College Students; Social Networks; Network Analysis; College Faculty; Foreign Countries; United States; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Dissens; Ideologie; Mediennutzung; Inhaltsanalyse; Qualitative Forschung; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Soziale Medien; Studienerfahrung; Online-Recherche; Belief; Glaube; Konflikt; Zukunftsperspektive; Collegestudent; Social network; Soziales Netzwerk; Netzplantechnik; Fakultät; Ausland; USA; Großbritannien; Australien
Abstract	In this content analysis, we explored how students address instructor ideology in the university classroom through the social media platform Twitter. We employed Boolean search operators through Salesforce Marketing Cloud Radian6 software to gather tweets and identified English language tweets by how students referenced their instructor's ideology. Tweets originated in the United States (U.S.), the United Kingdom (U.K.), and Australia. Using qualitative coding procedures, we identified seven themes in the data that described how students wrote about instructor ideology on Twitter: "venting regarding instructor's ideology," "sharing classroom anecdote," "affirming instructor's beliefs/actions," "expressing grade concern," "articulating an opposing view," "reporting conflict," and "indicating confusion." Across categories, Twitter was employed primarily as a back-stage means to communicate expressive dissent regarding instructor ideology and also to demonstrate students' identity. We identified differences between categories based on the perceived ideology of the students' instructors as well as differences in the number of tweets per capita originating in each country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01