Peluchette and Karl’s (2008) study of 433 undergraduate students at a Midwestern university in the United States’ use of and attitudes towards SNS reports their tendency to be naïve about the potentially negative consequences of access and use of their information by other people. Their findings are insightful for University career and job placement centres that need to advise students on the possible consequences of their website postings during freshman orientations through student codes of conduct and information technology policies. While the study invokes privacy and self-image implications of postings, it does little to illuminate understanding of the impact of these sites on lecturer-student relations in learning context. Hewitt and Forte (2006) researched the Facebook interactions of two large classes (comprising 176 students) in a middle-sized public research university to unpack how their online contact influences their perceptions of faculty staff.
Mixed results were reported, with two thirds of the students affirming their Facebook interactions with faculty staff as presenting alternate communication channels and affording their acquaintance with professors. To the contrary, a third of the students felt that faculty staff had no justification for being on Facebook, and others cited privacy considerations and identity management as key concerns in student-faculty relations. Although their study cast light on the challenges of maintaining hierarchical relations in Facebook, it was not foregrounded in the exercise of social power in developing world contexts. More importantly, Facebook use was a student self-initiative rather than a faculty requirement, as was the case in this current study.
The Business plan on The Ethics Of Student Faculty Business Deals
The Ethics of Student-Faculty Business Deals The Akamai Corporation has meant big money for one Massachusetts Institute of Technology professor and one of his students. Back in 1995, Tom Leighton, a professor of applied mathematics at MIT, started playing around with ways to use complex algorithms to ease congestion on the Web. He enlisted several researchers, including one of his graduate ...
Ellison, Steinfield, and Lampe’s (2007) study examined the relationship between university students’ use of Facebook and the formation of social capital and found a strong correlation between these variables. They argued that the strong linkage between Facebook use and high school con- nections suggests how online social networks afforded the persistence of relations as people migrate from one offline community to another. They elaborated that the same obtained when these students graduated from university and maintained contacts as alumni whose connections would pay dividends in terms of jobs, internships, and other opportunities.
While Ellison, Steinfield, and Lampe’s study focused on student-peer relations and the maintenance of social capital, lecturerstudent interaction was not the focus of their study and Facebook engagement was neither lecturer driven nor part of the course requirements. The current study seeks to examine both lecturerstudent and student-peer interaction in a blended course where their department expected students to formally consult with academics via Facebook.
A review of SNS use in pharmacy education conducted by Cain (2008) exposed both the potential and challenges for academics and students when using these sites. It reports that SNS afford students connectivity with users with similar interests, allow them to foster and maintain relationships with friends, and bestow a sense of collegiality on campus. The downsides of SNS use included exposing student online personas to public scrutiny and risking their physical safety by revealing excessive personal information (Cain, 2008).
Similar studies that emphasised student/youth security and privacy on SNS and potentially tainted academic profiles related to Webbased sites abound (Bosch, 2008; Chigona & Chigona, 2008; Kolek & Saunders, 2008; Lipkin, 2006; Read, 2006).
The Essay on Learning Enviroment and Its Effects on Student Academic Performance in Integrated Science
In Nigeria, secondary education is the education children receive after primary education and before the tertiary stage. Consequently, the broad goals of secondary education are geared to prepare the individual for useful living within the society and to progress to higher education (Federal Government of Nigeria, 2004). The school at this level is established so that students can learn in order ...
These studies are, however, not anchored in how SNS mediates relations of power in university academic settings. The remarkable interest in academic relations on SNS is predicated on the understanding that these relations are potentially interfaced with academic identity formation and the building of collaborative knowledge through student clusters.
http://www.jite.org/documents/Vol10/JITEv10p271-293Rambe981.pdf\
BACKGROUND OF THE STUDY
The Cybercrime Prevention Act of 2012, officially recorded as Republic Act No. 10175, is a law in the Philippines approved on 12 September 2012. It aims to address legal issues concerning online interactions and the Internet in the Philippines. Among the cybercrime offenses included in the bill are cybersquatting, cybersex, child pornography, identity theft, illegal access to data and libel.[1] While hailed for penalizing illegal acts done via the internet that were not covered by old laws, the act has been criticized for its provision on criminalizing libel, which is perceived to be a curtailment in freedom of expression.
S.B. 1349
Status: September 27, 2012. Signed by Governor. Chapter 619. Prohibits public and private postsecondary educational institutions, employees and representatives from requiring or requesting a student, prospective student, or student group to disclose personal social media information. Prohibits such institutions from threatening or taking certain actions for refusal of a demand for such information. Requires certain actions by such institutions to ensure compliance with these provisions. Requires such institution to post social media privacy policy on its web site.
H.B. 310
Status: January 30, 2012. To House Committee on Appropriations. Prohibiting public and nonpublic institutions of higher education from requiring a student or applicant for admission to provide the academic institution with access to specified Internet sites or electronic accounts through specified electronic devices, to disclose specified password and related information, or to install specified monitoring or tracking software onto specified electronic devices.
The Essay on Electronic Smart Device for Active Learning
The evolution of handheld portable devices and wireless technology has resulted in radical changes in the social and economic lifestyles of modern people. (El-Hussein & Cronje, 2010, p. 12) For international students, electronic smart devices is a kind of appropriate learning resource to assist them in overcoming learning difficulties and improving learning efficiency and initiatives. Thus, ...
H.B. 746
Status: February 27, 2012. Withdrawn from further consideration. Prohibits an institution of postsecondary education from requiring a student or an applicant for admission to provide access to a personal account or service through an electronic communications device, to disclose any user name, password, or other means for accessing specified accounts or services through an electronic communications device, or to install on specified electronic communications devices software that monitors or tracks electronic content.
