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ERIC Number: EJ1146464
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0965-948X
Effective Communication between Students and Lecturers: Improving Student-Led Communication in Educational Settings
Merdian, Hannah Lena; Warrior, John Kyle
Psychology Teaching Review, v21 n1 p25-38 Spr 2015
This study investigated students' communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails, university-internal virtual learning environments, and face-to-face communication. The data was analysed using methods of exploratory data analysis and cluster analysis. Students clearly expressed a preference for social networking sites when communicating with peers due to their frequent and widespread use, fast response rate, and ease of access, but preferred face-to-face meetings when sufficient time was available. When communicating with lecturers, students had a preference to use email. The findings also showed that students preferred to attend lectures over reading lecture slides online. Based on these results, an empirical model of students' communication preferences in educational settings was developed aimed to aid in the effective management of student-lead communication. The study concludes with a critical evaluation of ways students and lecturers can improve communication between each other and how this can positively contribute to students' university experience.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A