Jump to ContentJump to Main Navigation
Best Practices for Technology-Enhanced Teaching and LearningConnecting to Psychology and the Social Sciences$
Users without a subscription are not able to see the full content.

Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell

Print publication date: 2011

Print ISBN-13: 9780199733187

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199733187.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 01 December 2020

Faculty–Student Communication

Faculty–Student Communication

Beyond Face to Face

Chapter:
(p.73) 5 Faculty–Student Communication
Source:
Best Practices for Technology-Enhanced Teaching and Learning
Author(s):

Monica Reis-Bergan

Suzanne C. Baker

Kevin J. Apple

Tracy E. Zinn

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199733187.003.0005

This chapter highlights three technologies—social networking sites, instant messaging, and virtual worlds—all of which provide opportunities for faculty and students to interact on topics relevant to the educational experience. It discusses ways these avenues can approximate face-to-face interaction, with the general belief that face-to-face interaction is the gold standard for education. It argues that interaction with students is not lost when electronic venues are involved; indeed, they offer compelling evidence that connections and intellectual exchanges actually can be enhanced.

Keywords:   technology, social networking sites, instant messaging, virtual worlds, teacher-student interaction

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .