Academic Twitter and Professional Learning: Myths and Realities

Autor/in	O'Keeffe, Muireann
Titel	Academic Twitter and Professional Learning: Myths and Realities
Quelle	In: International Journal for Academic Development, 24 (2019) 1, S.35-46 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Keeffe, Muireann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2018.1520109
Schlagwörter	Social Media; Informal Education; Higher Education; Faculty Development; College Faculty; Teacher Attitudes; Teacher Participation; Foreign Countries; Communities of Practice; Computer Mediated Communication; Trust (Psychology); Self Expression; Power Structure; Self Esteem; Ireland + Suchen Sie Ihr Suchwort? Soziale Medien; Informelle Bildung; Nichtformale Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Ausland; Community; Computerkonferenz; Ausdruck; Self-esteem; Selbstaufmerksamkeit; Irland
Abstract	Social networking sites provide opportunities for informal and social learning of academic practices in higher education, yet not all academics engage in these spaces. This qualitative study suggests that while Twitter offers informal opportunities for academic development, inhibiting factors prevent staff from establishing their social presence and participating in conversations on academic Twitter. In a pervasively digital era, rethinking academic development practices is required to build digital capacity and digital identity of staff to support participation on social networking sites for academic learning and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01