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Communication, collaboration and identity: Factor analysis of academics’ perceptions of online networking

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Communication, collaboration and identity: Factor analysis of academics’ perceptions of online networking. / Jordan, Katy; Weller, Martin.
In: Research in Learning Technology, Vol. 26, 2013, 10.04.2018.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jordan, K & Weller, M 2018, 'Communication, collaboration and identity: Factor analysis of academics’ perceptions of online networking', Research in Learning Technology, vol. 26, 2013. https://doi.org/10.25304/rlt.v26.2013

APA

Jordan, K., & Weller, M. (2018). Communication, collaboration and identity: Factor analysis of academics’ perceptions of online networking. Research in Learning Technology, 26, Article 2013. https://doi.org/10.25304/rlt.v26.2013

Vancouver

Jordan K, Weller M. Communication, collaboration and identity: Factor analysis of academics’ perceptions of online networking. Research in Learning Technology. 2018 Apr 10;26:2013. doi: 10.25304/rlt.v26.2013

Author

Jordan, Katy ; Weller, Martin. / Communication, collaboration and identity : Factor analysis of academics’ perceptions of online networking. In: Research in Learning Technology. 2018 ; Vol. 26.

Bibtex

@article{9531eff79e0e4ad89c0d0d7f7026624e,
title = "Communication, collaboration and identity: Factor analysis of academics{\textquoteright} perceptions of online networking",
abstract = "Since the advent of online social networking sites, much has been written about their potential for transforming academia, as communication and collaboration underpin many scholarly activities. However, the extent to which these benefits are being realised in practice is unclear. As the uptake of tools by academics continues to grow, there is a question as to whether differences exist in their use and if any patterns or underlying factors are at play. This article presents the results of an online survey addressing this gap. A disciplinary divide was evident in terms of preferred academic social networking platforms, while perceptions about how academics use online networking for different purposes are linked to job position. Exploratory factor analysis identified four components representing different strategies used by academics in their approaches to online networking, including maintaining a personal learning network, promoting the professional self, seeking and promoting publications, and advancing careers.",
keywords = "Academic networking, Digital scholarship, Social media, Social networking sites",
author = "Katy Jordan and Martin Weller",
year = "2018",
month = apr,
day = "10",
doi = "10.25304/rlt.v26.2013",
language = "English",
volume = "26",
journal = "Research in Learning Technology",
issn = "2156-7069",
publisher = "Association for Learning Technology",

}

RIS

TY - JOUR

T1 - Communication, collaboration and identity

T2 - Factor analysis of academics’ perceptions of online networking

AU - Jordan, Katy

AU - Weller, Martin

PY - 2018/4/10

Y1 - 2018/4/10

N2 - Since the advent of online social networking sites, much has been written about their potential for transforming academia, as communication and collaboration underpin many scholarly activities. However, the extent to which these benefits are being realised in practice is unclear. As the uptake of tools by academics continues to grow, there is a question as to whether differences exist in their use and if any patterns or underlying factors are at play. This article presents the results of an online survey addressing this gap. A disciplinary divide was evident in terms of preferred academic social networking platforms, while perceptions about how academics use online networking for different purposes are linked to job position. Exploratory factor analysis identified four components representing different strategies used by academics in their approaches to online networking, including maintaining a personal learning network, promoting the professional self, seeking and promoting publications, and advancing careers.

AB - Since the advent of online social networking sites, much has been written about their potential for transforming academia, as communication and collaboration underpin many scholarly activities. However, the extent to which these benefits are being realised in practice is unclear. As the uptake of tools by academics continues to grow, there is a question as to whether differences exist in their use and if any patterns or underlying factors are at play. This article presents the results of an online survey addressing this gap. A disciplinary divide was evident in terms of preferred academic social networking platforms, while perceptions about how academics use online networking for different purposes are linked to job position. Exploratory factor analysis identified four components representing different strategies used by academics in their approaches to online networking, including maintaining a personal learning network, promoting the professional self, seeking and promoting publications, and advancing careers.

KW - Academic networking

KW - Digital scholarship

KW - Social media

KW - Social networking sites

U2 - 10.25304/rlt.v26.2013

DO - 10.25304/rlt.v26.2013

M3 - Journal article

AN - SCOPUS:85055565959

VL - 26

JO - Research in Learning Technology

JF - Research in Learning Technology

SN - 2156-7069

M1 - 2013

ER -