Scholars and faculty members' lived experiences in online social networks

Abstract

Research into faculty members' use of technology and social networking sites has largely focused upon pedagogical practice, at the expense of understanding user experiences with these technologies. Through phenomenological interviews with three faculty members, we investigate their lived experiences with social networking sites. Results point to a tension that exists between personal connection and professional responsibility, revolving around the essences of faculty members establishing personal and professional boundaries, maintaining appropriate and meaningful connections, structuring participation so that others see them in a certain light, and using their time efficiently. These findings highlight the synergies and tensions between online social networks and faculty identity: While social networking sites can be used for professional purposes, faculty members may resist or reject the values embedded in such tools, which they feel may impact the ways that they perceive themselves, their teaching, and their research.