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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/710

    Title: 大學師生臉書非正式互動與師生關係之研究;A study of the relationship between teacher-student informal interaction via Facebook and teacher –student relationship in higher education
    Authors: 耿婉容;GENG, WAN-RUNG
    Contributors: 傳播學系電訊傳播研究所
    Keywords: 臉書非正式互動;大學師生關係;情感性成分師生關係;工具性成分師生關係;Facebook informal interaction;teacher-sutdent relationship;out-of-class interaction;the expressive ties of teacher-student relationship;the instrumental ties of teacher-student relationship
    Date: 2017
    Issue Date: 2019-07-17 09:47:26 (UTC+8)
    Publisher: 傳播學系電訊傳播研究所
    Abstract: 臉書從眾多新興的網路媒介中脫穎而出,成為大學生最常使用的社群網站,而我們亦可以發現愈來愈多的大學教師以「教師」的身分使用臉書,臉書成了大學教師與大學生交集的平台,成為大學師生新興的非正式互動管道。互動行為促使大學師生雙方藉由傳遞與交換彼此想法、價值觀等交互行為,藉此修正及調整彼此的行為,並達到穩定的師生關係(黃鈺雯,2004;潘正德,1993),因此本研究欲以大學生的視角,探討「生對師臉書非正式互動」、「師對生臉書非正式互動」,以了解目前大學師生於臉書上的互動概況,以及大學師生臉書互動行為對大學師生關係之影響,以作為大學教師使用臉書與學生互動時的參考。經由問卷回收(n=301)及訪談結果整理之後發現,大學師生於臉書上非正式互動(互動內容、互動類型)確實能夠促進良好的大學師生關係,研究結果證實「生對師」在課程議題上的互動及留言互動皆有助於情感性成分師生關係及工具性成分師生關係的正向發展,本研究亦進一步證實Hagenauer與Volet(2014)所提出的「師生互動影響師生關係」之研究架構。最後,本研究的研究發現「師對生」、「生對師」在臉書上確實有不一樣的互動行為。
    Facebook has become the most popular social media in higher education. More and more faculty members start to use Facebook with the identity of “teacher”. Facebook has become the newest informal interactive media between the students and the faculty.The interactive behavior between the students and the faculty can facilitate the exchange of the ideas, values, and feelings, and stabilize teacher-student relationship. This study focuses mainly on students’ point of view to examine the effects of student-faculty interaction and faculty-student interaction via facebook, and the consequences on teacher-student relationship (the expressive of teacher-student relationship and the instrumental of teacher-student relationship).After analyzing the survey data (n=301) and interview responses, the results verify that the teacher-student informal interaction (the content of interaction, and the type of interaction) via Facebook could positively affect the teacher-student relationship. The results show that student-teacher interaction on course issue and the commenting behavior could both facilitate the expressive ties and the instrumental ties of teacher-student relationship. Finally, this study found that “teacher-student’’ and “student-teacher’’ interactive behavior have notable differences.
    Appears in Collections:[傳播學系電訊傳播研究所] 學位論文

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