ERIC Number: EJ1075416
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Emotion in Online College Classrooms: Examining the Influence of Perceived Teacher Communication Behaviour on Students' Emotional Experiences
Brooks, Catherine F.; Young, Stacy L.
Technology, Pedagogy and Education, v24 n4 p515-527 2015
This research focused on teacher communication behaviour as an influential factor in students' educational experiences. This study examined students' perceptions of emotion (involving teachers' emotional support, students' emotional work and students' positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers' positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students' perceptions of their teachers' verbal immediacy and presence in their instructional design were found to be most predictive relative to students' emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students' emotions and related social experiences with virtual teachers and course content in higher education.
Descriptors: Online Courses, Electronic Learning, Teacher Behavior, Virtual Classrooms, Emotional Experience, Student Experience, Classroom Communication, Influences, Educational Experience, Predictor Variables, Instructional Design, Direct Instruction, College Students, Statistical Analysis, Teacher Student Relationship, Student Attitudes, Student Reaction, Online Surveys, Likert Scales, Correlation, Multiple Regression Analysis, Educational Practices, Protocol Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A