NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947067
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0363-4523
Predicted Outcome Value of E-Mail Communication: Factors that Foster Professional Relational Development between Students and Teachers
Young, Stacy; Kelsey, Dawn; Lancaster, Alexander
Communication Education, v60 n4 p371-388 2011
Using predicted outcome value theory as a guide, this study investigated the link between e-mail correspondence as a form of computer mediated extra class communication and how it may shape students' desire to foster student-teacher relational development. The findings revealed that when students believe their teacher e-mails the class frequently, when students view e-mails from their teachers as being immediate, when students e-mail teachers for procedural/clarification reasons, and when students do not e-mail teachers simply as a means of efficiency, then these factors increase students' likelihood to value developing a student-teacher relationship. The important role of e-mail in the escalation or termination of professional relational development among students and teachers is discussed. (Contains 1 note and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A