Research Article
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The Examination of Teachers’ Opinions about Self-Disclosure of Themselves on Social Media

Year 2020, Volume 21, Issue 1, 225 - 240, 30.04.2020
https://doi.org/10.17679/inuefd.509492

Abstract

The aim of this study is to examine teachers' self-disclosure behaviors through social media according to their opinions. For this purpose, the phenomenological pattern of qualitative research design was used in the research. In the scope of the research, 18 teachers working at different levels in the 2018-2019 academic years were identified as the participants of the study. A semi-structured interview form with three questions was developed by the researcher to collect data and in line with the sub-problems of the study; data were collected through interviews with the participants. As a result of content analysis of the data obtained, It was found that the teachers disclose themselves to their students through their academic content, personal and private information, funny, social and current topics they share on social media. It has been revealed that teachers disclose themselves to social media students on the grounds that they make announcements and information, strengthen communication, increase participation and make the content more understandable. As a result of the teachers disclosing themselves through social media, it was revealed that the students got positive affective learning, increased their participation in the class, made the content more understandable and the students' academic achievement increased. In addition, it has been concluded that teachers’ disclosing themselves to their students through social media have positive effects on students' classroom performance.

References

  • Abramova, O., Wagner, A., Krasnova, H., & Buxmann, P. (2017). Understanding self-disclosure on social networking sites- A literature review. in Proceedings of Americas Conference of Information Systems.
  • Akiti, L. (2012). Facebook off limits: Protecting teachers' private speech on social networking sites. Val. UL Rev. 47(1). 119–167.
  • Akkoyunlu, B., Dağhan, G., ve Erdem, M. (2015). Teacher's professional perception as a predictor of teacher-student friendship in Facebook: A scale development study. International Online Journal of Educational Sciences. 7(1). 242–259.
  • Al-Rahmi, W., & Othman, M. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of information systems research and innovation, 4(12), 1-10.
  • Atkins, A. (2010). It’s complicated: Using Facebook to create emotional connections in student-professor relationships. The Journal of the Assembly for Expanded Perspectives on Learning. 16(1). 79–89.
  • Bridges, L. M. (2009). Face-to-face on Facebook: students are there... should we be? In R. J. LAckie& V. B. Cvetkovic (Eds.), Teaching generation M: A handbook for librarians and educators (pp. 125–136). New York: Neal-Schuman Publishers.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayıncılık.
  • Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.
  • Cayanus, J. L., & Martin, M. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56(3), 325-341.
  • Cayanus, J. L., Martin, M. M., & Goodboy, A. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26(2), 105-113.
  • Choi, Y. H., & Bazarova, N. N. (2014). Self-disclosure characteristics and motivations in social media: Extending the functional model to multiple social network sites. Human Communication Research, 41(4), 1-21.
  • Coffelt, T., Strayhorn, J., & Davidson Tillson, L. (2014). Perceptions of teachers' disclosures on Facebook and their impact on credibility. Kentucky Journal of Communication, 33(2), 25.
  • Couillard, C. (2009). Facebook: The pros and cons of use in education. Unpublished Doctoral Dissertation, University of Wisconsin-Stout, US.
  • Creswell, J. W. (2015). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (Mesut Bütün ve Selçuk Beşir Demir, Çev. Ed.). Ankara: Siyasal Yayınevi.
  • Cakmak, F., & Arap, B. (2013). Teachers‘ perceptions of the appropriateness of teacher self-disclosure: a case study from Turkey. Journal of Teacher Education and Educators, 2(2), 275-288.
  • Dearbone, R. (2014). Relational Development, Self-disclosure, and invasion of privacy: College students and teachers as Facebook friends. Masters Theses & Specialist Projects. Paper 1349.
  • Derlega, V. J., Metts, S., Petronio, S., & Margulis, S. T. (1993). Sage series on close relationships. Self-disclosure. Thousand Oaks, CA, US: Sage Publications, Inc.
  • Eke, Helen N. Miss; Omekwu, Charles Obiora Prof; and Odoh, Jennifer Nneka Miss (2014). The use of social networking sites among the undergraduate students of University of Nigeria, Nsukka. Library Philosophy and Practice (e-journal). 1195–1221.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Elmi, A. H., Iahad, N. A., & Ahmed, A. A. (2012). Factors influence self-disclosure amount in Social Networking Sites (SNSs). Journal of Research and Innovation in Information Systems, 2, 43-50.
  • Farani, S. T., & Fatemi, A. H. (2014). The impact of teacher's self-disclosure on students' attitude towards language learning in a foreign language context. Theory & Practice in Language Studies, 4(11).
  • Ferreyra, N. E. D., & Schawel, J. (2016, March). Self-disclosure in Social Media: An Opportunity for Self-Adaptive Systems. In REFSQ Workshops.
  • Goldstein, G. S., & Benassi, V. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of psychology, 21(4), 212-217.
  • Ha, J., and Shin, D. H. (2014). Facebook in a standard college class: an alternative conduit for promoting teacher-student interaction. American Communication Journal. 16(1). 36–52.
  • Haeger, H., Wang, R., and Lorenz, A. (2014). Bridge or barrier: The impact of social media on engagement for first-generation college students. Presented at the American Educational Research Association annual conference, Philadelphia, PA
  • Hassan, S. S. S., and Landani, Z. M. (2015). The use of social networks sites (SNSs) among university students: How far do they learn. International Journal of Social Science and Humanity. 5(5). 436–439.
  • Helou, A. M., Rahim, Z. Z. A. and Oye, N. (2012). Students’ perceptions on social networking sites ınfluence on academic performance. International Journal of Social Networking and Virtual Communities. 1(1). 7–15.
  • Hosek, A. M., & Thompson, J. (2009). Communication privacy management and college instruction: Exploring the rules and boundaries that frame instructor private disclosures. Communication Education, 58(3), 327-349.
  • Kamnoetsin, T. (2014). Social media use: A critical analysis of Facebook's impact on collegiate EFL students' english writing in Thailand, Yayımlanmamış Doktora Tezi, Seton Hall Üniversitesi, South Orange, New Jersey.
  • Kırksekiz, A. (2013). Sosyal ağlardan Facebook’un kullanımına ilişkin öğretim elemanlarının görüşleri, Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
  • Kuzu, E. B. (2014). Bilişim teknolojileri öğretmen adayları arasında çevrimiçi sosyal ağların öğretim amaçlı kullanımı, Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Lam, L. (2012). An innovative research on the usage of facebook in the higher education context of Hong Kong. Electronic Journal of E-learning. 10(4). 378–386.
  • Lane, S. D. (2013). Social media & communication outcomes in higher ed. Academic Exchange Quarterly. 17(3).
  • Lane, S. D. and Lewis, T. N. (2013). The" digital divide", social media, and education-related outcomes. The Online Journal of New Horizons in Education. 3(2). 39–50.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56(1), 1-17.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self‐disclosure via Facebook on teacher credibility. Learning, Media and technology, 34(2), 175-183.
  • Mazer, J. P., & Hosek, A. M. (2012). Translating research into instructional practice: Instructor self-disclosure. National Communication Association Website: http://natcom.org/uploadedFiles/ Teaching_and_Learning/Virtual_Faculty_Lounge/TRIP%20instr uctor%20self-disclosure.pdf
  • Menteşe, M. (2013). Sosyal medya ortam ve araçlarının eğitimde kullanımına ilişkin okul yöneticilerinin ve öğretmenlerin görüşleri, Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Montoneri, B. (2015). Impact of students' participation to a facebook group on their motivation and scores and on teacher's evaluation. The Iafor Journal of Education. 3(1). 61–74.
  • Nkhoma, M., Cong, H. P., Au, B., Lam, T., Richardson, J., Smith, R. and El-Den, J. (2015). Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning. Active Learning in Higher Education. 16(2). 87–101.
  • Nussbaum, J. F., Holladay, S. J., & Comadena, M. E. (1987). Classroom verbal behavior of highly effective teachers. Journal of Thought, 73-80.
  • Smith, B. E. (2015). Enhancing motivation through student-teacher Facebook relationships. People: International Journal of Social Sciences. 1(1). 34–41.
  • Squicciarini, A. C., Shehab, M., & Paci, F. (2009, April). Collective privacy management in social networks. In Proceedings of the 18th international conference on World wide web (pp. 521-530). ACM.
  • Sorensen, G. (1989). The relationships among teachers' self‐disclosive statements, students' perceptions, and affective learning. Communication Education, 38(3), 259-276.
  • Tamir, D. I., & Mitchell, J. P. (2012). Disclosing information about the self is intrinsically rewarding. Proceedings of the National Academy of Sciences, 109(21), 8038-8043.
  • Tucker, B. G. (2012). Instructor self-disclosure as a classroom strategy. The Official Journal of the Georgia Communication Association, 82, 9-23.
  • Tuncel, İ. (2007). Etkileşimden kaynaklanan örtük programın duyuşsal özelliklerin gelişimi açısından incelenmesi. Ege Eğitim Dergisi. 8(1). 41–63.
  • Wheeless, L. R., & Grotz, J. (1976). Conceptualization and measurement of reported self‐disclosure. Human communication research, 2(4), 338-346.
  • Yıldırım A. ve Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zgheib, G. and Dabbagh, N. (2013). Exploring perceptions of faculty and students’ use of social media in higher education. In 19th Annual Sloan Consortium-International Conference on Online Learning, 292–303.

Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi

Year 2020, Volume 21, Issue 1, 225 - 240, 30.04.2020
https://doi.org/10.17679/inuefd.509492

Abstract

Bu araştırmanın amacı, öğretmenlerin sosyal medya üzerinden kendilerini açma davranışlarının, öğretmen görüşlerine göre incelenmesidir. Bu amaç doğrultusunda araştırmada nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Araştırma kapsamında 2018–2019 eğitim öğretim yılında, farklı kademelerde görev yapan 18 öğretmen, araştırmanın katılımcıları olarak belirlenmiştir. Verilerin toplanması amacıyla araştırmacı tarafından geliştirilen üç soruluk yarı yapılandırılmış görüşme formu oluşturulmuş ve araştırmanın alt problemleri doğrultusunda veriler, katılımcılarla yapılan görüşmeler aracılığıyla toplanmıştır. Elde edilen verilerin içerik analizleri sonucunda, öğretmenlerin sosyal medyada yapmış oldukları akademik içerikli, kişisel ve özel bilgiler içeren, eğlenceli, sosyal içerikli ve güncel konularla ilgili paylaşımlar ve etkileşimler yoluyla öğrencilerine kendilerini açtıkları bulunmuştur. Öğretmenlerin, duyuru ve bilgilendirme yapma, iletişimi güçlendirme, katılımın artması ve içeriğin daha anlaşılır olması gerekçeleri ile kendilerini sosyal medya üzerinden öğrencilerine açtıkları ve öğretmenlerin sosyal medya üzerinden kendilerini açmaları sonucunda, öğrencilerin olumlu duyuşsal öğrenmeler edindiği, derse katılımlarının arttığı, içeriğin daha anlaşılır olduğu ve öğrencilerin akademik başarılarının arttığı ortaya çıkmıştır. Ayrıca öğretmenlerin sosyal medya üzerinden kendilerini öğrencilerine açmalarının öğrencilerin sınıf içi performanslarına olumlu etkilerinin de olduğu sonucuna ulaşılmıştır.

References

  • Abramova, O., Wagner, A., Krasnova, H., & Buxmann, P. (2017). Understanding self-disclosure on social networking sites- A literature review. in Proceedings of Americas Conference of Information Systems.
  • Akiti, L. (2012). Facebook off limits: Protecting teachers' private speech on social networking sites. Val. UL Rev. 47(1). 119–167.
  • Akkoyunlu, B., Dağhan, G., ve Erdem, M. (2015). Teacher's professional perception as a predictor of teacher-student friendship in Facebook: A scale development study. International Online Journal of Educational Sciences. 7(1). 242–259.
  • Al-Rahmi, W., & Othman, M. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of information systems research and innovation, 4(12), 1-10.
  • Atkins, A. (2010). It’s complicated: Using Facebook to create emotional connections in student-professor relationships. The Journal of the Assembly for Expanded Perspectives on Learning. 16(1). 79–89.
  • Bridges, L. M. (2009). Face-to-face on Facebook: students are there... should we be? In R. J. LAckie& V. B. Cvetkovic (Eds.), Teaching generation M: A handbook for librarians and educators (pp. 125–136). New York: Neal-Schuman Publishers.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayıncılık.
  • Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.
  • Cayanus, J. L., & Martin, M. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56(3), 325-341.
  • Cayanus, J. L., Martin, M. M., & Goodboy, A. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26(2), 105-113.
  • Choi, Y. H., & Bazarova, N. N. (2014). Self-disclosure characteristics and motivations in social media: Extending the functional model to multiple social network sites. Human Communication Research, 41(4), 1-21.
  • Coffelt, T., Strayhorn, J., & Davidson Tillson, L. (2014). Perceptions of teachers' disclosures on Facebook and their impact on credibility. Kentucky Journal of Communication, 33(2), 25.
  • Couillard, C. (2009). Facebook: The pros and cons of use in education. Unpublished Doctoral Dissertation, University of Wisconsin-Stout, US.
  • Creswell, J. W. (2015). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (Mesut Bütün ve Selçuk Beşir Demir, Çev. Ed.). Ankara: Siyasal Yayınevi.
  • Cakmak, F., & Arap, B. (2013). Teachers‘ perceptions of the appropriateness of teacher self-disclosure: a case study from Turkey. Journal of Teacher Education and Educators, 2(2), 275-288.
  • Dearbone, R. (2014). Relational Development, Self-disclosure, and invasion of privacy: College students and teachers as Facebook friends. Masters Theses & Specialist Projects. Paper 1349.
  • Derlega, V. J., Metts, S., Petronio, S., & Margulis, S. T. (1993). Sage series on close relationships. Self-disclosure. Thousand Oaks, CA, US: Sage Publications, Inc.
  • Eke, Helen N. Miss; Omekwu, Charles Obiora Prof; and Odoh, Jennifer Nneka Miss (2014). The use of social networking sites among the undergraduate students of University of Nigeria, Nsukka. Library Philosophy and Practice (e-journal). 1195–1221.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Elmi, A. H., Iahad, N. A., & Ahmed, A. A. (2012). Factors influence self-disclosure amount in Social Networking Sites (SNSs). Journal of Research and Innovation in Information Systems, 2, 43-50.
  • Farani, S. T., & Fatemi, A. H. (2014). The impact of teacher's self-disclosure on students' attitude towards language learning in a foreign language context. Theory & Practice in Language Studies, 4(11).
  • Ferreyra, N. E. D., & Schawel, J. (2016, March). Self-disclosure in Social Media: An Opportunity for Self-Adaptive Systems. In REFSQ Workshops.
  • Goldstein, G. S., & Benassi, V. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of psychology, 21(4), 212-217.
  • Ha, J., and Shin, D. H. (2014). Facebook in a standard college class: an alternative conduit for promoting teacher-student interaction. American Communication Journal. 16(1). 36–52.
  • Haeger, H., Wang, R., and Lorenz, A. (2014). Bridge or barrier: The impact of social media on engagement for first-generation college students. Presented at the American Educational Research Association annual conference, Philadelphia, PA
  • Hassan, S. S. S., and Landani, Z. M. (2015). The use of social networks sites (SNSs) among university students: How far do they learn. International Journal of Social Science and Humanity. 5(5). 436–439.
  • Helou, A. M., Rahim, Z. Z. A. and Oye, N. (2012). Students’ perceptions on social networking sites ınfluence on academic performance. International Journal of Social Networking and Virtual Communities. 1(1). 7–15.
  • Hosek, A. M., & Thompson, J. (2009). Communication privacy management and college instruction: Exploring the rules and boundaries that frame instructor private disclosures. Communication Education, 58(3), 327-349.
  • Kamnoetsin, T. (2014). Social media use: A critical analysis of Facebook's impact on collegiate EFL students' english writing in Thailand, Yayımlanmamış Doktora Tezi, Seton Hall Üniversitesi, South Orange, New Jersey.
  • Kırksekiz, A. (2013). Sosyal ağlardan Facebook’un kullanımına ilişkin öğretim elemanlarının görüşleri, Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.
  • Kuzu, E. B. (2014). Bilişim teknolojileri öğretmen adayları arasında çevrimiçi sosyal ağların öğretim amaçlı kullanımı, Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Lam, L. (2012). An innovative research on the usage of facebook in the higher education context of Hong Kong. Electronic Journal of E-learning. 10(4). 378–386.
  • Lane, S. D. (2013). Social media & communication outcomes in higher ed. Academic Exchange Quarterly. 17(3).
  • Lane, S. D. and Lewis, T. N. (2013). The" digital divide", social media, and education-related outcomes. The Online Journal of New Horizons in Education. 3(2). 39–50.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56(1), 1-17.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self‐disclosure via Facebook on teacher credibility. Learning, Media and technology, 34(2), 175-183.
  • Mazer, J. P., & Hosek, A. M. (2012). Translating research into instructional practice: Instructor self-disclosure. National Communication Association Website: http://natcom.org/uploadedFiles/ Teaching_and_Learning/Virtual_Faculty_Lounge/TRIP%20instr uctor%20self-disclosure.pdf
  • Menteşe, M. (2013). Sosyal medya ortam ve araçlarının eğitimde kullanımına ilişkin okul yöneticilerinin ve öğretmenlerin görüşleri, Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Montoneri, B. (2015). Impact of students' participation to a facebook group on their motivation and scores and on teacher's evaluation. The Iafor Journal of Education. 3(1). 61–74.
  • Nkhoma, M., Cong, H. P., Au, B., Lam, T., Richardson, J., Smith, R. and El-Den, J. (2015). Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning. Active Learning in Higher Education. 16(2). 87–101.
  • Nussbaum, J. F., Holladay, S. J., & Comadena, M. E. (1987). Classroom verbal behavior of highly effective teachers. Journal of Thought, 73-80.
  • Smith, B. E. (2015). Enhancing motivation through student-teacher Facebook relationships. People: International Journal of Social Sciences. 1(1). 34–41.
  • Squicciarini, A. C., Shehab, M., & Paci, F. (2009, April). Collective privacy management in social networks. In Proceedings of the 18th international conference on World wide web (pp. 521-530). ACM.
  • Sorensen, G. (1989). The relationships among teachers' self‐disclosive statements, students' perceptions, and affective learning. Communication Education, 38(3), 259-276.
  • Tamir, D. I., & Mitchell, J. P. (2012). Disclosing information about the self is intrinsically rewarding. Proceedings of the National Academy of Sciences, 109(21), 8038-8043.
  • Tucker, B. G. (2012). Instructor self-disclosure as a classroom strategy. The Official Journal of the Georgia Communication Association, 82, 9-23.
  • Tuncel, İ. (2007). Etkileşimden kaynaklanan örtük programın duyuşsal özelliklerin gelişimi açısından incelenmesi. Ege Eğitim Dergisi. 8(1). 41–63.
  • Wheeless, L. R., & Grotz, J. (1976). Conceptualization and measurement of reported self‐disclosure. Human communication research, 2(4), 338-346.
  • Yıldırım A. ve Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zgheib, G. and Dabbagh, N. (2013). Exploring perceptions of faculty and students’ use of social media in higher education. In 19th Annual Sloan Consortium-International Conference on Online Learning, 292–303.

Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Mustafa DEMİR (Primary Author)
Kahramanmaraş Yunus Emre Ortaokulu
0000-0002-0159-8986
Türkiye

Publication Date April 30, 2020
Published in Issue Year 2020, Volume 21, Issue 1

Cite

Bibtex @research article { inuefd509492, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {}, publisher = {Inonu University}, year = {2020}, volume = {21}, pages = {225 - 240}, doi = {10.17679/inuefd.509492}, title = {Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi}, key = {cite}, author = {Demir, Mustafa} }
APA Demir, M. (2020). Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi . İnönü Üniversitesi Eğitim Fakültesi Dergisi , 21 (1) , 225-240 . DOI: 10.17679/inuefd.509492
MLA Demir, M. "Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi" . İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 (2020 ): 225-240 <https://dergipark.org.tr/en/pub/inuefd/issue/53939/509492>
Chicago Demir, M. "Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi". İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 (2020 ): 225-240
RIS TY - JOUR T1 - Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi AU - Mustafa Demir Y1 - 2020 PY - 2020 N1 - doi: 10.17679/inuefd.509492 DO - 10.17679/inuefd.509492 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 225 EP - 240 VL - 21 IS - 1 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.509492 UR - https://doi.org/10.17679/inuefd.509492 Y2 - 2020 ER -
EndNote %0 Inonu University Journal of the Faculty of Education Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi %A Mustafa Demir %T Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi %D 2020 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 21 %N 1 %R doi: 10.17679/inuefd.509492 %U 10.17679/inuefd.509492
ISNAD Demir, Mustafa . "Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi". İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 / 1 (April 2020): 225-240 . https://doi.org/10.17679/inuefd.509492
AMA Demir M. Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi. INUJFE. 2020; 21(1): 225-240.
Vancouver Demir M. Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2020; 21(1): 225-240.
IEEE M. Demir , "Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi", İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 21, no. 1, pp. 225-240, Apr. 2020, doi:10.17679/inuefd.509492

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