A generational examination of instructional Facebook use and the effects on perceived instructor immediacy, credibility and student affective learning

Abstract

This study examined Millennial student perceptions of use of social networking, specifically Facebook, by instructors. Two independent variables were examined: instructor age (Baby Boomer or Millennial) and use of Facebook (utilising a course group site through the service versus not using the service at all). Results revealed that Baby Boomer instructors who used a class Facebook group were rated more highly on mediated immediacy, credibility and affective learning than Baby Boomer or Millennial instructors who did not use Facebook. The role of expectancy violations theory in Millennials’ perceptions of their instructors’ communication is discussed and recommendations are made for future research.