SELF-NARRATION THROUGH SOCIAL MEDIA: A RESEARCH ON LECTURERS’ SHARES AND STUDENT PERCEPTIONS

Ebru Özmen

Makale detayları

SELF-NARRATION THROUGH SOCIAL MEDIA: A RESEARCH ON LECTURERS’ SHARES AND STUDENT PERCEPTIONS

Yazarlar:

Ebru Özmen

Yayıncı:

Ankara Hacı Bayram Veli University

Ana Başlıklar:

Eğitim Sosyolojisi | İletişim Sosyolojisi

Dergi:

Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue 10, pp.59-77

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321918

pISSN:

2687-6175

Anahtar kelimeler:

Özet:

 In the current study, university students perceptions about the lecturers self-narrative shares on social media were examined. As a result of these perceptions, its also aimed to reveal the differences and similarities between the lecturers self-narrations and the students perceptions. The study was analysed using different forms of analysis based on four qualitative data collection techniques qualitative thematic content analysis, descriptive analysis, qualitative and quantitative content analysis, electronic data-based document analysis. In this context, the research primarily consists of examining the self-narrative shares of the lecturers, who interact with the university students on social media. Afterwards, the students perceptions about the self-narrations of the lecturers, which are created on social media, were investigated, and the similarities and differences between the two were revealed. As a result of the research, it was concluded that the students were curious about the shares of their lecturers. the self-narrations of the lecturers were formed by the expectations of the society and the students, only the positive aspects of the self-narrations were shown, and the self-narrations were performed in accordance with the social values. Being a university student makes the shares of the lecturers more acceptable. Moreover, it has been revealed that the lecturers self-narratives are not consistent with their real life, and apart from their teaching roles the lecturers perform their self-narrations both in visual and visual and written forms. The self-narrations of the lecturers have feminine language and egalitarian discourse content, whereas masculine  feminine visual shares are perceived differently. In addition, it has also been found out that lecturers are expected to share their self-narrations in the form of model behaviour patterns and professional identities by the students who follow them. As a result of the findings which are obtained from the study, how self-narration posts of the lecturers in social media are performed and perceived by the university students has been revealed. According to the results of the following research, suggestions regarding the necessity of self-control in the shares of the lecturers can be brought on.

 In the current study, university students perceptions about the lecturers self-narrative shares on social media were examined. As a result of these perceptions, its also aimed to reveal the differences and similarities between the lecturers self-narrations and the students perceptions. The study was analysed using different forms of analysis based on four qualitative data collection techniques qualitative thematic content analysis, descriptive analysis, qualitative and quantitative content analysis, electronic data-based document analysis. In this context, the research primarily consists of examining the self-narrative shares of the lecturers, who interact with the university students on social media. Afterwards, the students perceptions about the self-narrations of the lecturers, which are created on social media, were investigated, and the similarities and differences between the two were revealed. As a result of the research, it was concluded that the students were curious about the shares of their lecturers. the self-narrations of the lecturers were formed by the expectations of the society and the students, only the positive aspects of the self-narrations were shown, and the self-narrations were performed in accordance with the social values. Being a university student makes the shares of the lecturers more acceptable. Moreover, it has been revealed that the lecturers self-narratives are not consistent with their real life, and apart from their teaching roles the lecturers perform their self-narrations both in visual and visual and written forms. The self-narrations of the lecturers have feminine language and egalitarian discourse content, whereas masculine  feminine visual shares are perceived differently. In addition, it has also been found out that lecturers are expected to share their self-narrations in the form of model behaviour patterns and professional identities by the students who follow them. As a result of the findings which are obtained from the study, how self-narration posts of the lecturers in social media are performed and perceived by the university students has been revealed. According to the results of the following research, suggestions regarding the necessity of self-control in the shares of the lecturers can be brought on.

 In the current study, university students perceptions about the lecturers self-narrative shares on social media were examined. As a result of these perceptions, its also aimed to reveal the differences and similarities between the lecturers self-narrations and the students perceptions. The study was analysed using different forms of analysis based on four qualitative data collection techniques qualitative thematic content analysis, descriptive analysis, qualitative and quantitative content analysis, electronic data-based document analysis. In this context, the research primarily consists of examining the self-narrative shares of the lecturers, who interact with the university students on social media. Afterwards, the students perceptions about the self-narrations of the lecturers, which are created on social media, were investigated, and the similarities and differences between the two were revealed. As a result of the research, it was concluded that the students were curious about the shares of their lecturers. the self-narrations of the lecturers were formed by the expectations of the society and the students, only the positive aspects of the self-narrations were shown, and the self-narrations were performed in accordance with the social values. Being a university student makes the shares of the lecturers more acceptable. Moreover, it has been revealed that the lecturers self-narratives are not consistent with their real life, and apart from their teaching roles the lecturers perform their self-narrations both in visual and visual and written forms. The self-narrations of the lecturers have feminine language and egalitarian discourse content, whereas masculine  feminine visual shares are perceived differently. In addition, it has also been found out that lecturers are expected to share their self-narrations in the form of model behaviour patterns and professional identities by the students who follow them. As a result of the findings which are obtained from the study, how self-narration posts of the lecturers in social media are performed and perceived by the university students has been revealed. According to the results of the following research, suggestions regarding the necessity of self-control in the shares of the lecturers can be brought on.

 Mevcut çalışmada eğitmenlerin sosyal medyadaki öz-anlatı oluşumlarının öğrenci algısı incelenmiştir. Bu algı sonucunda eğitmenlerin oluşturdukları öz-anlatı biçimi ile öğrenci algıları arasındaki farklılıklar ve benzerlikleri ortaya koymak amaçlanmıştır. Çalışma, birbiri üzerine eklenen dört farklı nitel veri toplama tekniğine nitel tematik içerik analizi, betimsel analiz, nitel ve nicel içerik analizi, elektronik veriye dayalı doküman analizi dayalı analiz biçimlerini içermektedir. Bu bağlamda, araştırma öncelikle üniversite öğrencileri ile birebir etkileşimde bulunan eğitmenlerin sosyal medyadaki öz-anlatı içerikli paylaşımlarının incelenmesinden oluşmaktadır. Daha sonrasında, öğrencilerin sosyal medyada oluşturulan eğitmen öz-anlatılarına yönelik algısı araştırılarak ikisi arasındaki benzerlik ve farklılıklar ortaya çıkarılmıştır. Araştırmanın sonucunda, öğrencilerin eğitmen paylaşımlarına merak duydukları, eğitmen öz-anlatılarının toplumun ve öğrencilerin beklentileri dahilinde gerçekleştirildiği, öz-anlatılarda sadece olumlu yönlerin gösterildiği, toplumsal değerler ile uyumlu olduğu ve eğitmen paylaşımlarının daha kabul edilebilir olmasında üniversite öğrencisi olmalarının etkisi olduğu bulgusuna ulaşılmıştır. Ayrıca, paylaşımların gerçek yaşantıları ile tutarlı olmadığı ve eğitmenlik rolleri dışındaki öz-anlatılarını hem görsel hem de görsel ve yazılı olarak gerçekleştirdikleri ortaya çıkmıştır. Toplumsal cinsiyet rolleri bağlamındaki öz-anlatıların dişil dil ve eşitlikçi söylem içeriklerine sahip olduğu, erildişil görsel paylaşımların ise farklı algılandığı tespit edilmiştir. Öğrencilerin, eğitmenlerinden örnek davranış kalıpları içerisinde olmalarını ve mesleki kimliklerine yönelik paylaşımlarda bulunmalarını bekledikleri sonucuna ulaşılmıştır. Araştırmada elde edilen bulgular neticesinde, üniversitede eğitim gören öğrencilerin eğitmenlerinin öz-anlatı içerikli sosyal medya paylaşımlarının nasıl gerçekleştirildiği ve nasıl algılandığı ortaya çıkarılmıştır. Takip eden araştırma sonuçlarına göre, eğitmenlerin paylaşımlarında öz-denetim gerekliliğine yönelik öneriler geliştirilebilecektir.

Makale detayları

SELF-NARRATION THROUGH SOCIAL MEDIA: A RESEARCH ON LECTURERS’ SHARES AND STUDENT PERCEPTIONS

Yazarlar:

Ebru Özmen

Yayıncı:

Ankara Hacı Bayram Veli University

Ana Başlıklar:

Eğitim Sosyolojisi | İletişim Sosyolojisi

Dergi:

Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue 10, pp.59-77

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321918

pISSN:

2687-6175

Self-Narration

Social Media

Lecturers’ Shares

Students’ Perceptions

Self-Control.Öz-Anlatı

Sosyal Medya

Eğitmen Paylaşımları

Öğrenci Algısı

Öz-Denetim.

Sayı

Makale detayları

Yazarlar: Ebru Özmen

Yayıncı: Ankara Hacı Bayram Veli University

Ana Başlıklar: Eğitim Sosyolojisi | İletişim Sosyolojisi

Dergi: Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue 10, pp.59-77

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001321918

pISSN: 2687-6175

Sayı

Yazarlar:

Ebru Özmen

Yayıncı:

Ankara Hacı Bayram Veli University

Ana Başlıklar:

Eğitim Sosyolojisi | İletişim Sosyolojisi

Dergi:

Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue 10, pp.59-77

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321918

pISSN:

2687-6175