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1.
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
2.
The purpose of this study was to examine the psychometric properties of the newly developed Humor Assessment (HA) instrument. Previous research (Wrench & McCroskey, 2001) noted a construct validity problem with the Humor Orientation (HO) scale created by M. Booth‐Butterfield and S. Booth‐Butterfield (1991). This study examined the relationships between the HA, which corrects the construct validity problem seen in the HO, and affective learning, nonverbal immediacy, cognitive learning, learning loss, student motivation, and teacher credibility. 相似文献
3.
Brooks Aylor 《Communication Studies》2013,64(4):496-509
The current study examines student perceptions of the importance of selected communication skills for the teacher‐student relationship. Seven of eight communication skills identified in previous research (Burleson & Samter, 1990; Frymier & Houser, 2000) were perceived by students to be important in the teacher‐student relationship. These included referential, ego supportive, regulative, persuasive, conversational, narrative, and conflict management skills. This study sought to explain differences in student perceptions by examining student biological sex, psychological gender, and cognitive complexity. Psychological gender was superior to biological sex as a predictor of six of eight communication skills. Masculine/instrumental individuals reported expectations for teachers' use of persuasive, conversational, and narrative communication skills, while feminine/expressive individuals perceived ego supportive, regulative, and referential skills as important to effective teaching. Finally, cognitive complexity was positively associated with regulative skill and negatively related to narrative and persuasive skills. Implications for instructional research and effective teaching are discussed. 相似文献
4.
《Communication Teacher》2013,27(2):130-143
Higher education has placed an increasingly greater value on assessment. The Learning Loss Scale may be an appropriate tool to assess learning across disciplines. In this paper, we review the culture of assessment, conceptualizations of cognitive learning, the Learning Loss Scale, and a theoretical explanation, and then we test this measure to evaluate the appropriateness of the scale for cognitive learning assessment in communication and beyond. We examine the Learning Loss Scale through two studies that illustrate validity concerns of previous findings by showing either a smaller or no relationship between the scale scores and performative cognitive learning measures. 相似文献
5.
《Communication Teacher》2013,27(1):44-56
Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic communication classes. Results indicate that teacher enthusiasm is an effective predictor of student behavioral, cognitive, and emotional engagement, intrinsic goal orientation, and academic self-efficacy, but it is not a significant predictor of extrinsic goal orientation. Consequently, this study demonstrates the power of teacher enthusiasm in predicting and shaping students' behavior in the classroom. 相似文献
6.
ABSTRACTThis study examined the discriminant validity between rapport and immediacy and tested a model using instructor rapport as the mediator between immediacy and learning. Participants (N = 146) completed measures of nonverbal immediacy, instructor rapport, perceived cognitive learning, and anticipated final course grade. Results revealed that immediacy and rapport were two distinct constructs. In testing the model, the enjoyable interaction dimension of instructor rapport mediated the relationship between immediacy and perceived learning but not anticipated final grades. The personal connection dimension of rapport mediated the relationship between immediacy and both perceived learning and anticipated final grade. These results explore the mechanism through which immediacy may lead to cognitive learning. 相似文献
7.
Teachers' perceptions of teacher and librarian collaboration: Instrumentation development and validation 总被引：1，自引：0，他引：1
Teacher and librarian collaboration is recommended in professional library and information science guidelines for school librarians. The guidelines suggest that when school librarians become an integral part of instruction, student learning improves. A proposed model of teacher and librarian collaboration identifies four facets of collaborative practices that are involved in teacher and librarian collaboration. The teacher and librarian collaboration model suggests that high level collaborative endeavors are most likely to have an effect on student learning. Exploratory factor analysis procedures were used to examine the structure of the Teacher and Librarian Collaboration (TLC-II) survey, an instrument developed using previously described collaborative endeavors between teachers and librarians. The analysis used responses from a sample of teachers from two school districts in the United States. Exploratory factor analysis was carried out on teacher scores (N = 194) for each of two sets of 16 questions regarding frequency of collaborative endeavors and importance to student learning. Cronbach's alpha was used to determine internal consistency reliability of the survey. Four factors emerged: Integrated Instruction, Integrated Curriculum, Coordination, and traditional cooperative roles between teacher and librarian. The factorial validity needs to be assessed with confirmatory factor analysis. 相似文献
8.
ABSTRACTThis article uses the case study of developing a collaborative “out-of-hours” virtual enquiry service by members of the Northern Collaboration Group of academic libraries in the north of England to explore the importance of communication and collaboration between academic library services in enhancing student learning. Set within the context of a rapidly changing UK higher education sector the article considers the benefits and challenges of collaboration and the contribution of library services to the student experience. The project demonstrated clear benefits to student learning and evidence of value for money to individual institutions as well as showing commitment to national shared services agendas. Effective communication with students, with colleagues and stakeholders in our own and other Northern Collaboration member institutions, and with OCLC, our partner organization, was a critical success factor in the development, promotion, and uptake of the new service. 相似文献
9.
《Communication Teacher》2013,27(2):91-110
Communication departments are expected to conduct program level assessment, as well as assessment of communication in general education. Although the expectation for data-driven student learning assessment is growing, relatively few examples exist for doing so effectively. This article serves as a model to help faculty conduct effective assessment of communication in general education. Its three objectives are to: (1) report on a completed study of oral communication assessment within general education at both lower and upper-division course levels; (2) provide a pragmatic guide for departments beginning assessment programs; and (3) address foreseeable challenges and benefits. 相似文献
10.
Andy J. King Jakob D. Jensen Nick Carcioppolo Melinda M. Krakow Ye Sun 《Mass Communication and Society》2013,16(6):753-775
Determining what factors predict media learning is an important avenue of research for the field of mass communication. The present study provides a comparative investigation of two models of media learning: the cognitive mediation model and the information utility model. Participants (N = 1,076) read a news article related to scientific discoveries relevant to cancer prevention and responded to all constructs of the two models. Recognition and comprehension were used to measure knowledge acquisition. Results generally support previous predictions of each model, though predicted variance remains small. In addition to testing the existing models, a modified cognitive mediation model using a key construct related to information utility—perceived relevance—was tested. The refined cognitive mediation model offered a more nuanced understanding of certain causal mechanisms but did not result in a meaningful change in predictive power of the model. Implications of the theoretical comparison and integration are discussed. 相似文献
11.
Michelle T. Violanti Stephanie E. Kelly Michelle E. Garland Scott Christen 《Communication Studies》2018,69(3):251-262
This study replicates and extends three widely cited instructional communication research studies regarding instructor clarity, humor, immediacy, and students’ learning: Richmond, Gorham, and McCroskey (1987), Wanzer and Frymier (1999), and Chesebro and McCroskey (2001). Students across four diverse institutions of higher education (N = 1,109) completed survey measures. Replication results suggest that findings from the original studies (clarity, humor, immediacy, and student learning) persist, and extension results, exploring verbal immediacy and perceived immediacy, reveal statistically significant correlations with the original studies’ variables. However, results of the replication and extension reveal measurement validity uncertainties that require further investigation. 相似文献
12.
The instrument commonly employed in instructional communication to measure affective learning was subjected to tests of its construct validity as a measure of higher‐order affective learning. The results indicate the instrument is a satisfactory instrument for this purpose. Newer measures of higher‐order affective learning were found to be highly associated with the older measure. Teacher evaluation measures were found to be distinct from both the newer and the older affective learning measures. The construct validity of the commonly used affective learning instrument is good. 相似文献
13.
This 2×3 factorial design was employed to test the relationship between communication apprehension and cognitive learning. The results of this quasi‐experimental study indicate that highly apprehensive students scored higher on an objective (written) test than they scored on an equivalent oral test. Scores on the objective exam did not differ across levels of communication apprehension. In addition, a small negative correlation between communication apprehension and learning was observed in the oral testing condition. The expected curvilinear relationship between communication apprehension and learning under the oral testing condition was not observed. A negative linear relationship between communication apprehension and learning was observed. 相似文献
14.
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
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16.
Although it is well known that music can affect cognitive processes, little research has been conducted examining the influence of background music on students in information literacy classrooms. In 2010, librarians at Western Michigan University investigated the effect of background music on student engagement and retention of information literacy concepts. This article examines the theory and practical applications of background music to improve a classroom atmosphere and its impact on students' learning. Results from this qualitative and quantitative study indicate positive correlations between background music and student comfort, confidence, and retention. 相似文献
17.
《Communication Teacher》2013,27(1):50-64
Course: Small Group Communication The purpose of this assessment was to examine whether differences exist between students who self-select their classroom work group members and students who are randomly assigned to their classroom work groups in terms of their use of organizational citizenship behaviors with their work group members; their commitment to, trust in, and relational satisfaction with their work groups; and their self-reports of affective learning and cognitive learning. Participants were 126 students enrolled in a small group communication course. While students who self-select their group members and students who are randomly assigned to their groups do not differ in their use of organizational citizenship behaviors with their classroom work group members, students who self-select their classroom work group members do report higher levels of commitment, trust, and relational satisfaction, as well as more affective learning and more cognitive learning, than students who are randomly assigned to classroom work groups. 相似文献
18.
《Communication Teacher》2013,27(4):281-285
Play provides an opportunity for students to learn information and concepts in an active format while facilitating different ways of learning. This puzzle activity is designed to increase student engagement, leverage different learning styles, help students make connections in communication theories, and enhance memory of important communication concepts. As an active learning exercise, play requires students to coordinate behaviors and participate in the learning process differently than through traditional lecture formats. Considering the information on active learning strategies, this activity involves using puzzle pieces labeled with theory components to help students learn each theory term and better understand how the terms work together to form the theory.Courses: This single-class activity is appropriate for courses across the communication curriculum and is particularly well suited for classes with multi-part concepts and/or theories, including communication theory, organizational communication, interpersonal communication, persuasion, conflict communication, and the public-speaking/basic course, among others.Objective: As a result of participating in this single-class activity, students will demonstrate understanding of key theoretical terms/concepts and how those concepts work together to inform communication theory. Further, students will work together in teams to bring in outside examples of the theory in action and practice explaining the concepts to their classmates to enhance learning and long-term memory of class concepts. 相似文献
19.
Joseph Erba Brock Ternes Piotr Bobkowski Tara Logan Yuchen Liu 《Communication Research Reports》2018,35(1):42-47
This study evaluated the sampling methods and sample populations used in all U.S.-based survey and experimental mass communication studies published between 2000 and 2014 in six major journals (N = 1,173). Most studies used nonprobability samples, and more than half used student samples. Experiments used more nonprobability and student samples than surveys. Funded studies used more probability and nonstudent samples than nonfunded studies. Implications of results pertaining to population validity and interpretations of findings for mass communication research are discussed. 相似文献
20.
Michael S. Waltman 《Journal of Applied Communication Research》2013,41(4):295-308
An important area of applied communication research is teachers’ use of classroom discipline and management strategies which have become known as Behavior Alteration Techniques (BATs). The instrument commonly used to measure teachers’ use of BATs is the checklist of Behavior Alteration Techniques. The purpose of the present research was to assess the convergent validity of the checklist of Behavior Alteration Techniques. Thus, this research attempted to assess the extent to which teachers’ likelihood‐of‐use ratings converge with other measures of teacher BAT use. It was hypothesized that the correlation between students’ and student teachers’ ratings of the frequency of teacher BAT use would be significantly higher than the correlation of either index with teachers’ likelihood‐of‐use ratings. This hypothesis was not supported: The BATs checklist did not fail this test of convergent validity. However, the results do not support the claim that the BATs checklist passed this test of convergent validity. Explanations for these results are offered and their implications are discussed. In brief, the present results suggest important considerations in the study of this important area of applied communication. 相似文献