Drawing on past pedagogical and scholarly lines of inquiry, this article advances--in a dialogic form--several questions for future research and practice in areas of communication, teaching, and learning. The dialogic form of this article offers a metamessage, inviting colleagues to consider creative approaches to inquiry and collaboration in the…

The purpose of this study was to show how instructor use of nonverbal immediacy behaviors influence Hispanic students' affective learning in ninth-grade writing conferences, regardless of the level of feedback sensitivity provided. According to Kluger and DeNisi's (1996) feedback intervention theory, when feedback is direct and targeted on the…

Organizations continue to use technology to train and share information. This study focused specifically on how trainers and trainees interact in the mediated Web conference training context. Using the rhetorical and relational goal theory of instructional communication, this 2x2 experimental study tested the effects of trainer-controlled and…

The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their…

The purpose of this study was to investigate the effects of an instructor's nonverbal immediacy behaviors and course-workload demands on student perceptions of instructor credibility and student higher-order affective learning. H1 and H2 predicted that an instructor's nonverbal immediacy behaviors would neutralize the instructor's violations of…

This study investigates how an instructor's use of relational messages, specifically nonverbal immediacy behaviors, may neutralize how students interpret instructor course workload demands and student expectations for instructor availability. It was hypothesized that instructor immediacy would temper instructor course workload demands that…

The purpose of this study was to examine whether instructor perceptions of student responsive behaviors and student socio-communicative style were related to instructors' subjective (speech presentation) and objective (multiple-choice exam) assessments of student work. The results suggest that student nonverbal and verbal responsive behaviors…

In light of a new "student engagement" benchmark for teaching and institutional effectiveness in higher education, this study focused on the relationships between perceived instructor use of verbal approach and avoidance relational strategies and students' motives for communicating with their instructors. The data suggest that perceived instructor…

The purpose of this study was to examine the effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Over a quarter (26%) of the total variance in teacher self-efficacy and over half (53%) of the total variance in teacher job satisfaction were attributable to student verbal and nonverbal…

Explores how student motives to communicate with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation. Finds that female students communicate more for the functional motive than male students and male students communicate more for the relational and the sycophantic…

Finds that interactive television instructors' perceptions of students' nonverbal responses are positively related to their impressions of students, their perceptions of teaching effectiveness and satisfaction, perceptions of teacher-student interpersonal relationships, and preference for teaching in the interactive television classroom; these…

Identifies five underlying reasons students communicate with their instructors: relational, functional, excuse, participation, and sycophancy. Finds that students who communicate for all the interpersonal communication motives tend to communicate more with their instructors to relate and participate, while students who communicated for the motive…