Making it about me: does self-disclosure enhance students' learning or is it too much information?

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1411

Keywords:

self-disclosure, teaching, neurodiversity, autism, storytelling

Author Biography

Sarah Thompson-Cook, Manchester Metropolitan University, UK.

Sarah Thompson-Cook is a Mental Health Nurse, Lecturer in Mental Health Nursing, and writer. They were diagnosed as autistic and with ADHD as an adult, and they introduced Neurodiversity to the nursing curriculum at Manchester Metropolitan University. Sarah is passionate about supporting neurodivergent students in higher education. They publish opinion and editorial pieces regularly on Medium and are working on finishing a novel.

References

Rasmussen, B. M. and Mishna, F. (2008) ‘A fine balance: instructor self-disclosure in the classroom’, Journal of Teaching in Social Work, 28(1-2), pp.191-207. Available at: https://doi.org/10.1080/08841230802179274

Raza, S. A., Khan, K. A. and Rafi, S. M. (2020) ‘Online education and MOOCs: teacher self-disclosure in online education and a mediating role of social presence’, South Asian Journal of Management Sciences, 14(1), pp.142-158. Available at: https://doi.org/10.21621/sajms.2020141.08.

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Published

31-10-2024

How to Cite

Thompson-Cook, S. (2024) “Making it about me: does self-disclosure enhance students’ learning or is it too much information?”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1411.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2024 Journal of Learning Development in Higher Education

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