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Presenting professorship on social media: from content and strategy to evaluation

Technology has helped to reform class dynamics and teacher-student relationships. Although the phenomenon of online presentation has drawn considerable scholarly attention, academics seem to have an incomplete understanding about their own presentations online, especially in using social media. Without a thorough examination of how academics present themselves on social media, our understanding of the online learning environment is limited. To fill this void, this study aims to explore the following: (1) the content that college professors provide and the strategy they employ to present it on social media; and (2) how the public evaluates professors based on the content and strategy presented on social media. This study utilizes two methods. First, it conducts a content analysis of 2,783 pieces of microblog posts from 142 full-time communication professors' microblog accounts. Second, it conducts an online experiment based on a between-subject factorial design of 2 (gender: male vs. female) X 3 (topic: personal vs. professional vs. half-personal-half-professional) X 2 (fans number: few vs. many) X 2 (title: junior lecturer vs. senior full professor). The results indicate that “what the microblogger says” has little effect on the respondents' evaluations; instead, the question of “who they are” carries much more weight. Theoretical and practical implications are discussed.