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1.
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
2.
The study investigated the relationships between student perceptions of instructor power and classroom justice. Partial correlations controlling for student grade expectations indicated that student perceptions of their instructors’ use of coercive, legitimate, referent, and expert power were related to perceptions of fairness in the classroom. Student perceptions of instructor use of reward power were not related to perceptions of any type of classroom justice. 相似文献
3.
Robert John Sidelinger 《Communication Research Reports》2013,30(3):292-301
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
4.
While many scholars recognize that the process of education extends beyond the formal classroom, relatively little research has focused on the role of communication in this area. This article focuses on out of class (OOC) communication between faculty and students. First, the benefits of OOC contact for students, faculty, and educational institutions; the frequency of such contact; and what is known about the roles of student and instructor sex in such contexts are explored. Then, the results of a study exploring the roles of faculty perceptions of instructor empathy, relational topoi, and instructor sex are reported. The findings indicate that these variables all relate to the amount and kinds of OOC communication that occur. 相似文献
5.
Nagging is a persistent tactic students use to persuade instructors. The purpose of this study was to compare student (n = 280) and instructor (n = 97) perceptions of student nagging in the classroom, and to examine the relationship between student nagging and instructor satisfaction. Results show that instructors perceive students as using four nagging strategies with significantly greater frequency than students do. In addition, students perceive all seven nagging strategies to be significantly more effective and appropriate than instructors. Finally, there is a significant relationship between particular nagging strategies and instructor satisfaction. 相似文献
6.
Brandi N. Frisby 《Communication Studies》2013,64(4):492-506
This study examined how emotional contagion may influence student perceptions of rapport with the instructor, emotional support received in the classroom, emotional work performed, and perceived cognitive learning. Participants revealed that emotional contagion was positively related to perceptions of rapport with instructors but unrelated to emotional support from instructors, emotional work performed in the classroom, and valence. Students who were high in emotional contagion reported significantly more rapport, emotional support, and positive valence. When controlling for emotional contagion, only classroom valence predicted students’ perceptions of cognitive learning. 相似文献
7.
Parental involvement is a key predictor of a student's academic success. However, little research has explored whether parent, student, and teacher perceptions are similar regarding what constitutes parental involvement and the communication activities it entails. The present study examines parent, student, and teacher perceptions of parental involvement and communication. While agreement exists on the importance of monitoring a child's academic performance and constructive teacher-parent communication, disagreement on the role of discipline and the use of extracurricular programs exist. Two discourses surrounding parental involvement are articulated--information transmission and partnership--and the implications of these discourses for developing parental involvement interventions are examined. 相似文献
8.
Paul Schrodt 《Communication Research Reports》2013,30(3):240-250
This study explored the effects of student levels of trait verbal aggressiveness (VA) and self‐esteem on student perceptions of instructor verbal aggressiveness in the college classroom. Participants included 228 undergraduate students who completed a series of instruments measuring self‐reported levels of VA and self‐esteem, as well as instructor levels of VA in the classroom. Results indicated that students who reported moderate to high levels of trait VA rated their instructors as being more verbally aggressive than those students who reported low levels of trait VA. Likewise, students who reported low to moderate levels of self‐esteem rated their instructors as being more verbally aggressive than those students who reported high levels of self‐esteem. When combined, student VA and self‐esteem accounted for 7% of the shared variance in student perceptions of instructor VA. 相似文献
9.
Perceived instructor argumentativeness and verbal aggressiveness and student outcomes 总被引：2，自引：0，他引：2
The purpose of this study was to examine the relationship between instructor argumentativeness and verbal aggressiveness, and student affective learning and satisfaction. Participants were 169 undergraduate students enrolled in a variety of communication courses at a small Midwestern university. Results indicate that perceived instructor argumentativeness is positively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction whereas perceived instructor verbal aggressiveness is negatively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction. Future researchers may examine the reasons behind instructor argumentative and verbally aggressive behaviors as well as the composition of the various messages used to exemplify these behaviors. 相似文献
10.
The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive communication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communication is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction. 相似文献
11.
Brent K. Simonds Kevin R. Meyer Margaret M. Quinlan Stephen K. Hunt 《Communication Research Reports》2013,30(3):187-197
Although research indicates that speech rate affects perceptions of speaker credibility as well as persuasiveness and information recall, research has failed to address how instructor speech rate affects student perceptions and learning. This study randomly assigned basic communication course students to one of three speech rate conditions (slow, moderate, fast), using a videotaped lesson by an instructor. Findings revealed significant differences for credibility, affective leaning, and nonverbal immediacy, but did not reveal significant differences for recall or clarity. Implications for instructional practice and suggestions for future research are discussed. 相似文献
12.
Results of a 2 (immediacy conditions) X 3 (attire conditions) experimental study indicated lesser effects of attire on person perceptions when studied in a live interaction context as opposed to responses to photographs, as has been typical in previous studies. Influence of attire was largely limited to ratings of instructor extroversion, while immediacy influenced perceptions of extroversion, composure, character, competence, homophily, and learning. There was no statistically significant interaction between attire and immediacy; i.e., there was no indication that strategic choice of attire bolsters student ratings of non‐immediate instructors, or that “non professional” attire hurts judgements of immediate instructors. 相似文献
13.
The purpose of this study was to examine the interrelationships among perceived instructor communicator style, perceived instructor trait argumentativeness, and perceived instructor trait verbal aggressiveness in the college classroom. Participants were 236 undergraduate students enrolled in a variety of communication courses at a large Eastern university. Results indicated that (a) perceived instructor trait argumentativeness was positively related to the perceived instructor communicator style attributes of impression leaving, contentious, open, dramatic, dominant, precise, relaxed, attentive, and animated; (b) perceived instructor trait verbal aggressiveness was positively related to the perceived instructor communicator style attributes of contentious and precise, and negatively related to the perceived communicator style attributes of impression leaving, relaxed, friendly, attentive, and animated; and (c) perceived instructor use of verbally aggressive messages was related in some way to the perceived instructor communicator style attributes of contentious, impression leaving, friendly, attentive, animated, relaxed, dramatic, and precise. 相似文献
14.
Robert J. Sidelinger Meghan C. Nyeste Paul E. Madlock Janice Pollak Jon Wilkinson 《Communication Studies》2013,64(5):569-589
The aim of this investigation was twofold: (a) drawing from communication privacy management theory, we wanted to examine the associations between instructors’ ineffective communication (i.e., inappropriate conversations, amount of disclosures) and student communication satisfaction; and (b) we wanted to determine if students’ positive perceptions of instructor nonverbal immediacy mediated the negative influences of instructors’ inappropriate conversations and amount of disclosures on student communication satisfaction. Overall, students reported lower levels of communication satisfaction when instructors engage in inappropriate conversations and frequent disclosures. Based on results, we also concluded that instructor nonverbal immediacy maintains students’ communication satisfaction even when instructors engage in inappropriate conversations or disclose too frequently. 相似文献
15.
Twenty-first century students need consideration, ideas, and face-to-face work to enable their success in acquiring new information. Twenty-first century skills are generally described as core competencies such as collaboration, digital literacy, critical thinking, and problem solving. Collaborative work between the classroom instructor and the librarian builds digital reference and research materials to follow a scaffolded research project specifically from start to finish. This article identifies reference opportunities and the importance of online and face-to-face student support. Instead of a linear approach to information literacy, this article demonstrates a chunked eLearning in-context performance support style. 相似文献
16.
Anne C. Osterman 《College & Undergraduate Libraries》2013,20(4):49-57
ABSTRACT It can be a struggle to generate active student participation in library instruction. It is often the first and only time that the instructor will meet with the students, students have a wide range of knowledge and experience, and the instruction is often given in a location outside of the students' familiar classroom. A student response system, or clicker system, can be a tool that helps keep students engaged and actively participating. It can also provide the means for a library instructor to dynamically adjust a class as it progresses, tailoring it for the needs of those particular students. 相似文献
17.
Stacy L. Young Manuel D. Pulido Catherine F. Brooks 《Communication Research Reports》2018,35(2):172-177
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
18.
Scott A. Myers 《Communication Research Reports》2013,30(2):192-199
This study explored how teacher use of affinity‐seeking strategies is related to student perceptions of classroom climate. Participants were 147 undergraduate students enrolled at a large midwestern university. Results indicate that a significant relationship exists between teachers' use of affinity‐seeking strategies and student perceptions of classroom climate. Nineteen of the 25 strategies were correlated with classroom climate. Furthermore, communication teachers regularly used 19 of the 25 strategies. Student gender failed to account for any differences in perception of teacher use of affinity‐seeking strategies or classroom climate. 相似文献
19.
The role of videotaped feedback in the instruction of public speaking: A quantitative synthesis of published empirical research 总被引：1，自引：0，他引：1
This article summarizes published experimental studies dealing with the use of video taping to provide feedback to students in public speaking courses. Meta‐analytic procedures were used to summarize twelve published studies. Results of the analysis indicate that the use of videotaping to provide feedback to students in public speaking courses results in better content of student speeches, greater acquisition of public speaking skills, better performance on objective tests, and more positive attitudes toward the course in public speaking. In addition to these positive effects, no statistically significant increase in anxiety is experienced by students when video technology is utilized in the classroom to provide feedback to students in public speaking courses. 相似文献
20.
This ‐paper introduces the Instructor Self‐Disclosure Scale and reports on two initial studies that address the reliability and validity of the scale. The Instructor Self‐Disclosure Scale is an 18‐item measure of the amount of instructor self‐disclosure. In Study One, instructor self‐disclosure was positively related to the student motives of relational, excuse‐making, and sycophancy. In Study Two, instructor self‐disclosure was positively related to out‐of‐class communication, the student interest dimensions of meaningfulness and impact, and cognitive learning. Additionally, the Instructor Self‐Disclosure Scale appears to be a unidimensional, internally reliable measure. 相似文献