Social Media Platform – Lecturers' Personal and Impersonal Facebook Account Access on Students' Perceived Lecturers Self-Disclosure and Student-Lecturer Participation And Communication Satisfaction

Abstract

Facebook, a renowned social media platform, is an appropriate medium for establishing connections between students and lecturers. It is reasonable to anticipate that academics will increase their utilisation of Facebook due to its advantageous attributes. Past research indicated that the use of Facebook in instruction was beneficial. The role of lecturers' self-disclosure in student participation and learning is significant in Facebook use in instruction. The lecturers can disclose their personal or impersonal information on their Facebook accounts. The impact of lecturers' personal and impersonal Facebook account access on student-lecturer participation and communication satisfaction needs thorough examination, although substantial studies have examined how lecturers use Facebook in instruction. The objectives of this study are to examine the level of student-lecturer participation and communication satisfaction in personal and impersonal lecturers' Facebook accounts, as well as the level of students' perceived intensity of lecturers' self-disclosure. In addition, this investigation establishes the distinction between the pre-test and post-test of Students' Perceived Intensity of Lecturers' Self-Disclosure (SPLSD) and the pre-test and post-test of Student-lecturer Participation and Communication Satisfaction (SPCS) in personal and impersonal lecturers' Facebook accounts. In addition, this investigation investigated the hypotheses regarding variations in the perceived intensity of self-disclosure among students and student-lecturer participation and communication satisfaction, as assessed by feedback from lecturers' personal and impersonal Facebook accounts. This study employed a quasi-experimental research design and involved one hundred twenty students. There were two groups to which the participants were assigned. Using the personal Facebook accounts of their lecturers, a group of 60 students developed a connection with their lecturers, and the remaining 60 students used their lecturers' impersonal Facebook account access to communicate. Participants must complete the self-administered questionnaire on the first week of the semester (pre-test) and the fourteenth week of the said semester (post-test). The questionnaire included inquiries regarding the perceived extent of lecturers' self-disclosure, student-lecturer Facebook participation and communication satisfaction with their lecturer regarding feedback and casual conversation. The results indicated that students' perception of the level of self-disclosure of their lecturers is more significant in the personal Facebook account of the lecturer than in the impersonal Facebook account. The analysis of the personal Facebook accounts of lecturers within the same group revealed a substantial disparity in the perceived intensity of self-disclosure, student-lecturer participation and communication satisfaction among students. Nevertheless, a positive effect is observed in the impersonal Facebook accounts of lecturers, and students perceive the intensity of lecturers' self-disclosure, student-lecturer participation and communication satisfaction. The analysis did not indicate differences in the perceived intensity of lecturers' self-disclosure between the groups. Student-lecturer participation and communication satisfaction are the areas where positive impact or changes are observed. This study contributes to the expanding body of knowledge on using Facebook in instruction by elucidating the correlation between the self-disclosure of lecturers on Facebook and the satisfaction of students and lecturers in participation and communication.