During recent years communication between teachers and students in the context of higher education has become increasingly visible. One explanation is the use of parallel educational venues, such as learning platforms and the broad admittance of social networking services (SNSs). The use of SNSs such as Facebook-that are public by default-leads to changed conditions for teaching, providing by design others the ability to view any individual’s performance and, depending on the individual’s privacy settings, to follow their digital traces. This increased visibility has great impact on how teachers carry out their profession, and there is an imminent risk of confusion between the professional and private role. To better understand how student and teacher roles are managed and performed today we will here investigate how the increased visibility affects the performance of these actors in higher education, and to what Goffman (1959) refers to as roles.