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1.
In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.  相似文献   

2.
Parent–teacher e-mail communication represents an increasingly prevalent form of computer-mediated communication at the elementary and secondary levels. Research is needed to identify the problems parents and teachers encounter when communicating via e-mail, as well as the strategies they employ to address these issues. The author conducted 30 parent and 30 teacher interviews and analyzed 341 parent–teacher e-mail messages. The findings revealed several noteworthy problems including misinterpretations, reductions in face-to-face communication, new boundaries crossed, and impacts on student responsibility. The findings also revealed a variety of e-mail strategies, providing teachers and parents ways to address problems they may encounter.  相似文献   

3.
Text-based computer-mediated communication (e.g., e-mail) lacks nonverbal cues afforded by traditional face-to-face interaction in the classroom. A lack of cues may cause students to place increased importance on elements that are still present, such as how long it takes an instructor to respond to a message. This study experimentally explored how instructor e-mail response speed and message content interact to influence student perceptions of instructor interpersonal attraction and credibility. Results (N = 385) suggested that the quicker an instructor responds to a student e-mail message, the more positively s/he is evaluated in terms of social attractiveness, task attractiveness, competence, character, and caring. However, the content of the message did not significantly influence student perceptions of the instructor. These findings offer practical implications for instructor e-mail communication in the classroom and extend what is known about chronemics in computer-mediated communication to the instructional setting.  相似文献   

4.
This study examines the relationship between communication apprehension (CA) and students’ self‐reports of their communication experiences in interpersonal, small group, and public circumstances with peers, parents, and teachers. Questions concerning these experiences were posed from reinforcement, modeling, and social comparison perspectives. The strongest relationships were found between CA and reinforcement oriented questions that involved teachers in public speaking settings. Those with high CA found giving speeches with teachers present to be non‐rewarding The study also found support for a relationship between modeling and CA.  相似文献   

5.
Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC.  相似文献   

6.
Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC.  相似文献   

7.
Responding to calls for more holistic views on instructional communication, this study used interpretive methods to examine award-winning instructor's communicative practices to assess and to refine a definition of instructional communication competence. After observing and interviewing recipients of the Central States Communication Association Outstanding New Teacher Award, we describe how these award-winning teachers (a) understand the ebb and flow of the classroom, (b) use a wide repertoire of communication skills, (c) create relationships with students, and (d) effectively manage their classroom climates.  相似文献   

8.
This article describes children's use of networked technology in three branches of an urban public library. Direct observations of their use of computers and data gathered from brief interviews with them were recorded using personal digital assistants (PDAs). Findings suggest that (1) the largest proportion of children's use of computers is for access to games, (2) use of computers for communication purposes (e.g., chat, e-mail, and word processing) is minimal, and (3) repeat use of the computers varies by branch. Grade level analysis reveals that middle school students access games less than elementary students do at two branches and that middle school students use the computers more than elementary students do for communication purposes. Overall, girls and boys use games, chat, and e-mail in comparable proportions. In other categories of use, there are gender differences but no consistent pattern emerges across branches. This investigation provides a first view of children's unmediated use of technology in the public library, their reasons for using library computers, and provides baseline data for assessing the outcomes of technology programs and services developed by the library to serve the needs of this user group.  相似文献   

9.
This project represents a replication of Russ, Simonds, and Hunt’s (2002) project that explored the influence of instructor sexual orientation disclosure on perceptions of teacher credibility and learning. Our purpose was to see if the original findings—that students perceive gay teachers as less credible and that they learn less than from a straight teacher—could be replicated in a sample of students from a different location and after more than 15 years from the original study. Employing a quasi-experimental methodology, we did not find the same result as they did: gay instructors were not rated lower in credibility and learning by the students in our sample. We provide some context and discussion around why this might be the case.  相似文献   

10.
《Communication monographs》2012,79(1):108-136
Organizational trends toward team-based structures, globalization, and reliance on communication technology have spurred research addressing the communication processes of virtual teams. However, much of the extant research focuses on the ways virtual teams differ from conventional, face-to-face teams and fails to examine variations in virtual team characteristics that may impact team communication behaviors and experiences. The study reported here identifies two categories of virtual team characteristics (communicative and structural) and uses these to explore their relationships to team communication technology use and team outcomes. Analysis of data from 98 virtual teams reveals that structural features primarily relate to media use, whereas communication considerations are associated with team outcomes. Additional analyses indicate that various communicative predictors moderate the relationships between technology use and outcomes. These results point to theoretical and practical implications for researchers, team members, managers, and organizations related to virtual team design and communication processes.  相似文献   

11.
The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.  相似文献   

12.
This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement.  相似文献   

13.
Colleges and universities in the United States often promote diversity through a neoliberal lens by framing diversity as a celebration of individual differences or a commodity that students can gain by attending their institution. In communication courses, diversity has been conceptualized through both neoliberal and critical lenses, but limited research has investigated how communication students define and explain diversity. The focus of this study was to understand how communication students define diversity. We performed thematic analyses on open-ended survey responses to investigate how communication students define diversity. Four themes emerged from our analyses: (a) diversity is a mechanism for unifying communities, (b) diversity is an affirmation of individual differences, (c) diversity is a harbinger of acceptance and equality, and (d) diversity is a disruptive force that re-centers the voices of traditionally marginalized people. Our findings indicate most communication students define diversity through a neoliberal lens. However, 3% of our participants conceptualized diversity through a critical lens by explaining that diversity should create space for those who are marginalized to have their voices heard. We conclude by providing recommendations for communication instructors to incorporate more critical conversations about diversity into their classrooms and foster diverging discourses about diversity across communication curricula.  相似文献   

14.
The purpose of this study was to examine the relationships between perceived teacher power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate students (30 males and 37 females) enrolled in Communication classes at a southwestern university. Students’ perceptions of their teachers’ expert, referent and reward power use were found to be positively related to their perceptions of their teachers’ competence, caring, and trustworthiness. Teacher power use contributed to the prediction of a significant amount of variance in teacher credibility. Additionally, student satisfaction was positively and significantly related to both teacher referent power and expert power. Surprisingly, students’ perceptions of coercive power were not significantly and negatively related to student satisfaction. Implications, limitations and suggestions for future research are discussed.  相似文献   

15.
Ethnic identity (EI) has long been known to supersede race as a predictor for attitudes and behaviors. However, little is known about the constituent parts that comprise and influence ethnic identity. In order to improve communications that target EI, we examine both demographic and communication variables to determine which have a greater pull on people’s attitudes and actions. Race appears to moderate the effects of age on ethnic identity, whereby age was negatively related to ethnic-identity exploration among White participants and positively related to ethnic identity commitment among Black participants (p < .05). Having a higher income, print-media use, and information-engagement orientation were also positively correlated with ethnic identity; education and gender were not. Implications and future directions are discussed.  相似文献   

16.
Back burners are desired prospective romantic/sexual partners that people communicate with to establish a future romantic or sexual relationship. We surveyed 658 college students about the extent to which they reported using various positive relationship maintenance strategies (positivity, openness, assurances) during communication with their most important back burner. Consistent with previous research, singles did not differ from those in committed romances in the number of back burners reported; however, singles and casual daters utilized the positive maintenance strategies to a greater extent than did those in committed relationships. Men reported using more assurances than did women, but the sexes did not differ on the other strategies utilized. Implications and limitations are discussed.  相似文献   

17.
The purpose of this study is to explore humor as a factor in students’ perceptions of college teacher compliance‐gaining in the classroom. Four hundred twenty‐eight college students reported the frequency of their college teachers’ uses of compliance‐gaining tactics, the frequency of humor uses with compliance‐gaining tactics, and the effectiveness of humor used with compliance‐gaining tactics. Results revealed positive and significant relationships between humor uses and uses of particular compliance‐gaining strategies. Findings suggest that students perceive teachers to use humor more frequently with certain compliance‐gaining tactics. Moreover, students reported that certain compliance‐gaining tactics are perceived as more effective than others.  相似文献   

18.
ABSTRACT

In Thailand, older individuals or ‘Phu Yai’ are people with higher social status and power as compared to younger people or ‘Phu Noi’ (Komolsevin &; Knutson, 2010). In the realm of education, teachers are considered Phu Yai while students are considered Phu Noi. This concept reinforces Hofstede’s (1991) major finding on Thailand being categorized as a high power-distance culture. The current study examines students’ perspective of the effect of student–teacher Facebook interactions on intercultural communication concepts such as power distance and submission to authority within the Thai student–teacher relationship. Questionnaires were administered to 353 students (N?=?353) at a large international university in Thailand. The study found that social media use between Thai students and teachers influence how students view the face-to-face power dynamics between them and their teachers. Specifically, the more students and teachers interact on Facebook, the lower students perceive the power distance between them and their teachers.  相似文献   

19.
Academic entitlement, a term used to reflect students' expectation for success regardless of personal effort, has become a growing issue at many universities. This study examined the relationship between college students' academic beliefs (i.e., academic entitlement, grade orientation, learner orientation, self-efficacy) and their motives for communicating with their instructor. Participants were 184 undergraduate students who completed a series of self-report scales. Students' level of academic entitlement was positively related to their grade orientation but negatively related to their self-efficacy. Results of a canonical correlation revealed that students who were learning oriented, but not grade oriented, and possessed self-efficacy communicated with their instructor for relational and participatory reasons. Students who were academically entitled and grade oriented communicated with their instructor for sycophantic reasons and to a lesser extent for participatory reasons but not for functional reasons.  相似文献   

20.
This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction.  相似文献   

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