ISSN: 2222-6990
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One salient issue regarding Facebook use in instruction is the role of lecturers’ self-disclosure in student learnings. This self-disclosure can be in a personal or impersonal mode of lecturers’ Facebook account. This research examined the level of students’ perceived intensity of self-disclosure by lecturers’ in a personal and impersonal mode of Facebook use for instruction. The quasi-experimental research design was used for this research, and a total of 120 students participated in the study were assigned into two groups. One group (60 students) connect with their lecturers via lecturers’ personal Facebook account. The other group (60 students) connect with their lecturers via lecturers’ impersonal Facebook account. Participants fill out a self-administered questionnaire on week one (pre-test) and week fourteen (post-test) of the semester. The questionnaire contained questions on the perceived breadth of lecturers’ self-disclosure. The results revealed the level of students’ perceived intensity of lecturers’ self-disclosure is higher in lecturer personal Facebook account than in lecturers’ impersonal Facebook account. This study contributes to the growing body of knowledge on the use of Facebook in instruction by clarifying the association of students’ perceived lecturers’ self-disclosure on Facebook.
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In-Text Citation: (Bolong & Pillai, 2020)
To Cite this Article: Bolong, J., & Pillai, P. (2020). Students’ Perceived Intensity of Lecturers’ Self-Disclosure on Facebook Account. International Journal of Academic Research in Business and Social Sciences, 10(15), 23–36.
Copyright: © 2020 The Author(s)
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