Search results: "harassment"

This page is no longer being updated, as my research agenda has moved away from this topic. I am keeping it here in case anyone finds it helpful. It used to collect my research studies pertaining to Networked Scholarship which refers to “scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship” (Veletsianos & Kimmons, 2012). Also see the networked scholars open course I taught on the topic.

Veletsianos, G. (2012). Higher Education Scholars’ Participation and Practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349.

Veletsianos, G. & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks. Computers & Education, 58(2), 766-774.

Veletsianos, G. & Kimmons, R. (2012). Assumptions and Challenges of Open Scholarship. The International Review Of Research In Open And Distance Learning,13(4), 166-189. [HTML access or PDF access]

Veletsianos, G. & Kimmons, R. (2013). Scholars and Faculty Members Lived Experiences in Online Social Networks. The Internet and Higher Education, 16(1), 43-50.

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

• Translated to Danish and reprinted as: Veletsianos, G (2014). Abne Praksisser Og Identitet – evidens fra forskeres og underviseres deltagelse i sociale medier. Kognition & Paedagogik, 92 (24), 12-30.

Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72,292-301.

Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and Dilemmas. Learning, Media, and Technology, 40(4), 480-501.

Ford, K., Veletsianos, G., & Resta, P. (2014). The Structure and Characteristics of #PhDChat, an Emergent Online Social Network. Journal Of Interactive Media In Education, 18(1). Retrieved April 16, 2014, from http://www-jime.open.ac.uk/jime/article/view/2014-08

Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209.  http://openpraxis.org/index.php/OpenPraxis/article/view/206/168

Veletsianos, G. (2016). Social Media in Academia: Networked Scholars. New York, NY: Routledge. [Amazon; Barnes & Noble]

Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10.

Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222

Veletsianos, G. (2017). Three Cases of Hashtags Used as Learning and Professional Development Environments. Tech Trends, 61(3), 284-292.

Veletsianos, G., Houlden, S., Hodson, J., Gosse, C. (2018). Women Scholars’ Experiences with Online Harassment and Abuse: Self-protection, Resistance, Acceptance, and Self-Blame. New Media & Society, 20(12), 4689-4708.

Hodson, J., Gosse, C., Veletsianos, G., Houlden, S. (2018). I Get By With a Little Help From My Friends: The Ecological Model and Support for Women Scholars Experiencing Online Harassment. First Monday, 23(8). doi: https://doi.org/10.5210/fm.v23i8.9136

Veletsianos, G., Kimmons, R., Belikov, O., Johnson, N. (2018). Scholars’ Temporal Participation on, Temporary Disengagement from, and Return to Twitter. First Monday, 23(11). doi: http://dx.doi.org/10.5210/fm.v23i11.8346

Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T., & Lowenthal, P. (2018). Public Comment Sentiment on Educational Videos: Understanding the Effects of Presenter Gender, Video Format, Threading, and Moderation on YouTube TED Talk Comments. PLOS ONE 13(6): e0197331. https://doi.org/10.1371/journal.pone.0197331

Veletsianos, G., & Shaw, A. (2018). Scholars in an Increasingly Open and Digital World: Imagined Audiences and their Impact on Scholars’ Online Participation. Learning, Media, & Technology, 43(1), 17-30.

Veletsianos, G., Johnson, N., Belikov, O. (2019). Academics’ Social Media Use Over Time is Associated with Individual, Relational, Cultural, and Political Factors. British Journal of Educational Technology, 50(4), 1713-1728.… Read the rest

Below is a list of successful grant applications.

Social Sciences and Humanities Research Council Insight Development Grant (SSHRC) (Jan. 2023). $69,697: What do youth-generated higher education futures look like? Award #430-2023-00232. PI: Veletsianos

Social Sciences and Humanities Research Council Insight Development Grant (SSHRC) (Jul. 2020). $62,823: Faculty perspectives on the future of higher education. Award #430-2020-00404. PI: Veletsianos

Canadian Institutes of Health Research Grant (CIHR). $477,683: Inoculating Against an Infodemic: Microlearning Interventions to Address COVID-19 Misinformation. Success rate: 12.5%. Award #435-2017-160. Operating Grant: Canadian 2019 Novel Coronavirus Rapid Research Funding Opportunity. PI: Veletsianos; Co-PIs: Hodson, J. (Royal Roads), Gruzd, A. (Ryerson); Collaboratos: Wellman, B. (U of Toronto); Mai, P. (Ryerson); Rivera, Y. (Rutgers); Li, Z. (Royal Roads).

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (Jul. 2020). $91,735: Motivation, Emotion Regulation, and Well-being in Post-secondary Faculty. Award #435-2020-0954. PI: Hall, N. Co- Applicants: Veletsianos, G., Wendt, d., Harley, J., Lariviere, V.; Collaborators: Hodson, J., Stupnisky, R.

Canada Research Chairs program. (2018-2023). $500,000:  Tier II national Chair in Innovative Learning and Technology.

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (Apr. 2020). $119,196: Online Harassment as a Barrier to Research Communication: An Intersectional Approach. Award #435-2020-0052. PI: Hodson, J. Co-PI: Veletsianos, G.

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (2017-2020). $145,635: Faculty members’ online participation and expression of self over time. Award #435-2017-160. PI: Veletsianos; Collaborator: Kimmons, R.

Social Sciences and Humanities Research Council Insight Grant (SSHRC) (2017-2019). $61,160: Female academics’ experiences of harassment on social media. Award #430-2017-00104. PI: Veletsianos; Co-PI: Hodson, J.

Canada Research Chairs program (2013-2018). $500,000: Tier II national Chair in Innovative Learning and Technology.

National Science Foundation (Sep. 2014- Aug. 2017). $457,287: Project Engage: Training Secondary Teachers to Deliver Computer Science and Engineering Instruction. Award #1441009. Co-PIs: Calvin Lin, David Allen, Pauline Dow; Subcontract to Royal Roads University: Veletsianos (effort: 20%) http://www.nsf.gov/awardsearch/showAward?AWD_ID=1441009

National Science Foundation (Sep. 2011- Aug. 2014). $999,920: Project Engage!. Award #1138506. Co-PIs: Lin, C., Veletsianos (effort: 50%) http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1138506

National Science Foundation (Jan. 2012- Dec. 2013). $248,699: Project: Adventure Learning Through Water and MOSS. Award #1135506. Co-PIs: Veletsianos, Miller, Eitel, Eitel (effort: 25%) http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1135506

University of Texas at Austin (Jun 2011- Aug 2011). $12,000. Social Conversations Between Learners and Pedagogical Agents in Online Learning Contexts. Summer Research Assignment (internal grant). PI: Veletsianos

Swedish Knowledge Foundation (2009-2013).  ~$573,670. Digitala dialoger – interaktion med digitala karaktärer via PC och IST (Digital dialogues with pedagogical agents via PC and Interactive whiteboards). Co-applicant. Principal Investigator: Dr.  Gulz, A.

University of Texas at Austin, College of Education, Vision Award. 200 hours development time from the Learning Technologies Center. The ProblemSolver. PI: Veletsianos

University of Manchester, UK. (£2,450). An e-learning Innovation for Adaptive and Individualized Student Feedback. PI:  Veletsianos. Faculty Teaching Quality and Enhancement Funds, Faculty of Humanities

University of Manchester, UK. (£2,258). Harnessing Peace through Adventure Learning. PI: Veletsianos. Research Support Fund, School of Education.

University of Minnesota, MN, Graduate School ($22,000) – Doctoral Dissertation Fellowship – declined.… Read the rest

Books

Veletsianos, G. (2020). Learning Online: The Student Experience. Baltimore, MD: Johns Hopkins University Press.

Veletsianos, G. (2016). Social Media in Academia: Networked Scholars. New York, NY: Routledge.

Edited Books

Koseoglu, S., & Veletsianos, G. (2022). Feminist Critical Digital Pedagogy: An Open Book. Provo, UT: EdTech Books.

Koseoglu, S., Veletsianos, G., & Rowell, C., (in press). Critical Digital Pedagogy in Higher Education. Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Press.

Veletsianos, G. (2010). Emerging Technologies in Distance Education. Edmonton, AB: Athabasca University Press.

Journal Articles & Book Chapters

Veletsianos, G., Houlden, S., & Johnson, N. (in press). Is Artificial Intelligence in education an object or a subject? Evidence from a story completion exercise on learner-AI interactions. Tech Trends. The final version is available at https://doi.org/10.1007/s11528-024-00942-5 but here is a public pre-print version.

Veletsianos, G., Johnson, N., & Houlden, S. (in press). How do Canadian Faculty Members Imagine Future Teaching and Learning Modalities? Educational Technology Research & Development. The final version is available at https://doi.org/10.1007/s11423-024-10350-4 but here is a public pre-print version.

Veletsianos, G., & Houlden, S. (in press). On the “university of the future”: A critical analysis of cohort-based course platform Maven. Learning, Media, & Technology. https://doi.org/10.1080/17439884.2023.2164862 or pre-print (pdf).

Gosse, C., O’Meara, V., Hodson, J., & Veletsianos, G. (in press). Too rigid, too big, too slow: Institutional readiness to protect and support faculty from technology facilitated violence and abuse. Higher Education. https://doi.org/10.1007/s10734-023-01043-7  or preprint (pdf).

Veletsianos, G., & Johnson, N. (2023). Canadian Faculty Members’ Hopes and Anxieties about the Near-future of Higher Education. Canadian Journal of Learning and Technology, 48(3), 1-23. https://cjlt.ca/index.php/cjlt/article/view/28319

Houlden, S. & Veletsianos, G. (2022). Impossible dreaming: On speculative education fiction and hopeful learning futures. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00348-7 or preprint (pdf).

Veletsianos, G., Houlden, S., Hodson, J., Thompson, & C., Reid, D. (2022). An evaluation of a microlearning intervention to limit COVID-19 online misinformation. Journal of Formative Design in Learning, 6, 13-24. https://doi.org/10.1007%2Fs41686-022-00067-z

Veletsianos, G., Houlden, S., Reid, D., Hodson, J., Thompson, C. (2022). Design Principles for an Educational Intervention into Online Vaccine Misinformation. Tech Trends, 66(5), 748-759.

Houlden, S., & Veletsianos, G. (2022). A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. Journal of Computing in Higher Education, 34, 820–843. Preprint (pdf) or https://doi.org/10.1007/s12528-022-09323-4

Moore, S., Veletsianos, G., & Barbour, M. (2022). A synthesis of research on mental health and remote learning: How pandemic grief haunts claims of causality. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(1), 1-19. https://doi.org/10.18357/otessaj.2022.1.1.36

Veletsianos, G., Childs, E., Cox, R., Cordua-von Specht , I., Grundy, S., Hughes, J., Karleen, D., & Wilson, A. (2022). Person in environment: Ecological aspects of online and distance learning. Distance Education, 43(2), 318-324. Preprint (pdf) or https://doi.org/10.1080/01587919.2022.2064827

Johnson, N., Veletsianos, G., Reitzik, O., & VanLeeuwen, C. (2022). Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019. Online Learning, 26(3). http://dx.doi.org/10.24059/olj.v26i3.2824.

Belikov, O., VanLeeuwen, C., Veletsianos, G., Johnson, N., Torcivia, P. (2021). Professional and personal impacts experienced by faculty stemming from the intersection of the COVID-19 pandemic and racial tensions. Journal of Interactive Media in Education, 1, p. 8. http://doi.org/10.5334/jime.647

Veletsianos, G., VanLeeuwen, C.A., Belikov, O., & Johnson, N. (2021). An Analysis of Digital education in Canada 2017-2019. The International Review of Research in Open and Distributed Learning. 22(2), 102-117. http://www.irrodl.org/index.php/irrodl/article/view/5108/5501

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. Johnson, N. (2021).  Never-ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1306-1322. http://doi.org/10.1111/bjet.13065 or author’s pre-print copy.

Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T., Lowenthal, P., Hall, N.C. (in press). The Hidden Costs of Connectivity: Nature and Effects of Scholars’ Online Harassment. Learning, Media, & Technology, xx-xx. https://doi.org/10.1080/17439884.2021.1878218 or author’s copy.

Kimmons, R., & Veletsianos, G. (2021). Proctoring Software in Higher Ed: Prevalence and Patterns. Educause Review, https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns.

Veletsianos, G., Kimmons, R. Larsen, R., & Rogers, J. (2021). Flexibility, Time, Gender, and Online Learning Completion. Distance Education, 42(1), 22-36. https://doi.org/10.1080/01587919.2020.1869523 or author’s pre-print copy.

Houlden, S., & Veletsianos, G. (2021). The Problem with Flexible Learning: Neoliberalism, Freedom, and Learner Subjectivities. Learning, Media, & Technology, 46(2), 144-155. https://doi.org/10.1080/17439884.2020.1833920 or author’s pre-print copy.

Veletsianos, G., & Houlden, S. (2020). Radical Flexibility and Relationality as Responses to Education in Times of Crisis. Postdigital Science and Education, 2(3), 849-862. https://doi.org/10.1007/s42438-020-00196-3

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. , & Johnson, N. (2020).  Institutional perspectives on faculty development for digital education in Canada. The Canadian Journal of Learning and Technology, 46(2), 1-20. https://www.cjlt.ca/index.php/cjlt/article/view/27944 *Canadian Network for Innovation Editor’s Award

Veletsianos, G.  (2020). Open Educational Resources: Expanding Equity or Reflecting and Furthering Inequities? Educational Technology Research & Development

Veletsianos, G. (2020). How should we respond to the life-altering crises that education is facing? Distance Education, 41(4), 1-3. https://doi.org/10.1080/01587919.2020.1825066

Johnson, N., Veletsianos, G., Seaman, J. (2020). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 24(2), 6-21. http://dx.doi.org/10.24059/olj.v24i2.2285

Childs, E., Axe. J., Veletsianos, G., & Webster, K. (2020). Fostering Openness Within a higher education institution: tensions, opportunities, and a work in progress. In Prinsloo, P. & Conrad D. (Eds), Open(ing) Education (pp. 345-363). Brill | Sense Publishers. http://dx.doi.org/10.25316/IR-14930

Veletsianos, G. & Houlden, S., (2019). Flexible Learning Over the Last 40 Years of Distance Education. Distance Education, 40(4), 454-468.

Veletsianos, G., Johnson, N., Belikov, O. (2019). Academics’ Social Media Use Over Time is Associated with Individual, Relational, Cultural, and Political Factors. British Journal of Educational Technology, 50(4), 1713-1728.

Houlden, S., & Veletsianos, G. (2019). A Posthumanist Critique of Flexible Online Learning and its “Anytime Anyplace” Claims. British Journal of Educational Technology, 50(3), 1005-1018.

Veletsianos, G., Houlden, S., Hodson, J., Gosse, C. (2018). Women Scholars’ Experiences with Online Harassment and Abuse: Self-protection, Resistance, Acceptance, and Self-Blame. New Media & Society, 20(12), 4689-4708.

Hodson, J., Gosse, C., Veletsianos, G., Houlden, S. (2018). I Get By With a Little Help From My Friends: The Ecological Model and Support for Women Scholars Experiencing Online Harassment. First Monday, 23(8). doi: https://doi.org/10.5210/fm.v23i8.9136

Veletsianos, G., Kimmons, R., Belikov, O., Johnson, N. (2018). Scholars’ Temporal Participation on, Temporary Disengagement from, and Return to Twitter. First Monday, 23(11). http://dx.doi.org/10.5210/fm.v23i11.8346

Kimmons, R., & Veletsianos, G. (2018). Public Internet Data Mining Methods in Instructional Design, Educational Technology, and Online Learning Research. Tech Trends, 62(5), 492-500.

Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T., & Lowenthal, P. (2018). Public Comment Sentiment on Educational Videos: Understanding the Effects of Presenter Gender, Video Format, Threading, and Moderation on YouTube TED Talk Comments. PLOS ONE 13(6): e0197331. https://doi.org/10.1371/journal.pone.0197331

Barker, J., Jeffery, K., Jhangiani, R., & Veletsianos, G. (2018). Eight Patterns of Open Textbook Adoption in British Columbia. The International Review of Research in Open and Distributed Learning, 19(3).

Paskevicius, M., Veletsianos, G., & Kimmons, R. (2018). Content is King: An analysis of how the Twitter discourse surrounding open education unfolded from 2009-2016. The International Review of Research in Open and Distributed Learning, 19(1).

Romero-Hall, E., Kimmons, R., & Veletsianos, G. (2018). Social Media Use by Instructional Design Departments. Australasian Journal of Educational Technology, 38(5).

Veletsianos, G., & Shaw, A. (2018). Scholars in an Increasingly Open and Digital World: Imagined Audiences and their Impact on Scholars’ Online Participation. Learning, Media, & Technology, 43(1), 17-30.

Veletsianos, G. (2017). Three Cases of Hashtags Used as Learning and Professional Development Environments. Tech Trends, 61(3), 284-292.

Veletsianos, G., Kimmons, R., Shaw, A., Pasquini, L. & Woodward, S. (2017). Selective Openness, Broadcasting, Branding, and Promoting: Twitter Use in Canada’s Public Universities. Educational Media International, 54(1), 1-19.

Veletsianos, G. (2017). Toward a Generalizable Understanding of Twitter and Social Media Use Across MOOCs: Who Participates on MOOC Hashtags and In What Ways? Journal of Computing in Higher Education, 29(1), 65-80.

Veletsianos, G., & Moe, R. (2017). The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon. Educause Review. Retrieved on Apr 10, 2017 from http://er.educause.edu/articles/2017/4/the-rise-of-educational-technology-as-a-sociocultural-and-ideological-phenomenon

Kimmons, R., Veletsianos, G., & Woodward, S. (2016). Institutional Uses of Twitter in Higher Education. Innovative Higher Education, 42(2), 97-111.

Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222

Veletsianos, G., Reich, J., & Pasquini, L. (2016). The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs? AERA Open, 2(3).

Kimmons, R. & Veletsianos, G. (2016 ). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Veletsianos, G. & Shepherdson, P. (2016). A Systematic Analysis And Synthesis of the Empirical MOOC Literature Published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2).

Veletsianos, G. (2016).Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley.

Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10.

Veletsianos, G., Beth, B., Lin, C., & Russell, G. (2016). Design Principles for Thriving in Our Digital World, a High School Computer Science Course. Journal of Educational Computing Research, 54(4), 443-461.

Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and Dilemmas. Learning, Media, and Technology, 40(4), 480-501.

Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209. http://openpraxis.org/index.php/OpenPraxis/article/view/206/168

Veletsianos, G. & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learning. http://www.irrodl.org/index.php/irrodl/article/view/2202/3348

Veletsianos, G., Miller, B., Eitel, K., Eitel, J., Hougham, J., & Hansen, D. (2015). Lessons Learned from the Design and Development of Technology-Enhanced Outdoor Learning Experiences. Tech Trends, 59(4), 78-86.

Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption. British Journal of Educational Technology 46(3), 570-587.

Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72, 292-301.

Ford, K., Veletsianos, G., & Resta, P. (2014). The Structure and Characteristics of #PhDChat, an Emergent Online Social Network. Journal Of Interactive Media In Education, 18(1). Retrieved April 16, 2014, from http://www-jime.open.ac.uk/jime/article/view/2014-08

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

• Translated to Danish and reprinted as: Veletsianos, G (2014). Abne Praksisser Og Identitet – evidens fra forskeres og underviseres deltagelse i sociale medier. Kognition & Paedagogik, 92 (24), 12-30.

Veletsianos, G. & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ  (Eds.), Handbook of Research on Educational Communications and Technology, 4^th Edition (pp. 759-769). Springer Academic.

Veletsianos, G. & Russell, G. (2013). What do learners and pedagogical agents discuss when given opportunities for open-ended dialogue? Journal of Educational Computing Research, 48(3), 381-401.

Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, Frustrations, Appropriation, and Compartmentalization. Educational Technology, Research and … Read the rest