ERIC Number: EJ763995
Record Type: Journal
Publication Date: 2007-Apr
Pages: 23
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0363-4523
EISSN: N/A
Instructors Who Resist "College Lite": The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning
Mottet, Timothy P.; Parker-Raley, Jessica; Beebe, Steven A.; Cunningham, Cory
Communication Education, v56 n2 p145-167 Apr 2007
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 students' course-workload expectations in a manner that would preserve students' perceptions of instructor credibility and higher-order affective learning. H1 and H2 were supported. H3 predicted that students who experienced a highly immediate instructor with moderate course-workload demands would report significantly more higher-order affective learning than students who experienced a highly immediate instructor with low or high course-workload demands. H3 was not supported. Implications for instructors are discussed. Student Workload Expectations are appended. (Contains 5 tables.)
Descriptors: Credibility, Teacher Behavior, Student Attitudes, Expectation, Aspiration, Teacher Expectations of Students, Course Selection (Students), Classroom Environment, College Environment, Resistance (Psychology), Humanistic Education, Nonverbal Communication, Teacher Student Relationship, Student Evaluation of Teacher Performance, Teacher Effectiveness
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A