Instructor Clarity,Humor, Immediacy,and Student Learning: Replication and Extension |
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| Authors: | Michelle T Violanti Stephanie E Kelly Michelle E Garland Scott Christen |
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| Institution: | 1. Michelle T. Violanti is an Associate Professor in the School of Communication Studies at the University of Tennessee.Violanti@utk.edu;3. Stephanie E. Kelly is an Associate Professor in the Department of Business Education at North Carolina A&4. T State University;5. Michelle E. Garland is an Assistant Professor in the Department of Communication Studies at the University of South Carolina Upstate;6. Scott Christen is an Assistant Professor in the Department of Communication at Tennessee Technological University. |
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| Abstract: | 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. |
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| Keywords: | Measurement Validity Nonverbal Immediacy Verbal Immediacy Perceived Immediacy Confirmatory Factor Analysis |
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