Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning

Messman, Susan J.; Jones-Corley, Jennifer

doi:10.1080/03637750128054

Cited by 44 publications

(24 citation statements)

References 44 publications

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“…In some cases, instructor behaviors have been more positively and more strongly related to affective learning than cognitive learning (Andersen, 1979;Witt & Wheeless, 2001). Others have shown instructor behaviors have the potential to increase affective learning and decrease cognitive learning (Nussbaum & Scott, 1980), while others have reported increased cognitive learning and decreased affective learning (Messman & Jones-Corley, 2001). The mixed results emerging in the literature warrant further research to address the inconsistencies in relationships between instructor behaviors and the mechanisms through which cognitive learning occurs.…”

Section: Student Learningmentioning

confidence: 97%

“…Students who perceived being in a supportive environment with positive instructor rapport also liked their class better, attaching positive value to the instructor, content, and subject (Frisby & Myers, 2008;Rosenfeld, 1983). Additionally, Messman and Jones-Corley (2001) noted that students who have the chance to interact and be involved in the classroom value the course and subject more. Overall, a positive interpersonal and classroom experience should positively influence affective learning.…”

Section: Student Learningmentioning

confidence: 99%

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Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

Communication Education

353

236

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This study examined the relationships between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment. Of particular interest was the examination of instructor rapport with students and rapport between students. Students (N 0232) reported on their perceptions of interpersonal relationships in the classroom and on their perceived participation and learning. Results indicate that perceived rapport with instructors and classmates is related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness enhanced student participation. Only instructor rapport consistently predicted participation, affective learning, and cognitive learning.College instructors strive to encourage student learning and to build a satisfying relationship with students (Ellis, 2004). However, Ellis argued that the primary job of an instructor is to promote learning, and thus called for more research to identify the instructor behaviors that contribute to that primary goal of promoting learning. Worley, Titsworth, Worley, and Cornett-DeVito (2007) argued that interpersonal relationships are essential in student learning. The Affective Learning Model (ALM; Rodriguez, Plax, & Kearney, 1996) has provided some insight into the impact instructors have on the learning processes of students. Specifically, the authors argued that positive instructor behaviors evoke affect toward the instructor and the class, which then enhances cognitive learning.Other scholars (Dwyer et al., 2004;Nuthall, 2004) countered that the focus should not only be on instructors, that studentÁstudent interactions should be assessed for their contribution to learning outcomes. The classroom is made up of multiple interpersonal relationships which contribute to the construction of a unique community. Generally, a positive classroom experience is associated with positive academic outcomes at the college level including adjustment, learning outcomes, and Brandi N. Frisby and Matthew M. Martin are at West Virginia University. Brandi N. Frisby can be contacted at

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Section: Student Learningmentioning

confidence: 97%

Section: Student Learningmentioning

confidence: 99%

Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

Communication Education

353

236

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“…Titsworth (2001a) did not report a significant effect for immediacy on cognitive learning, only that immediacy contributed to greater retention of material on a retest. Messman and Jones-Corley (2001) reported that immediacy accounted for 1% of the variance in cognitive learning scores while Witt and Wheeless (2001) found immediacy to account for only 3% of the variance in their learning outcome. Thus, even recent statistically significant results in support of immediacy have accounted for little variance in cognitive learning scores.…”

Section: The Effects Of Nonverbal Immediacymentioning

confidence: 99%

Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect

Chesebro¹

2003

Communication Education

108

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This study examined the role that nonverbal immediacy plays in clear teaching, as well as the effects clear and immediate teaching have on student learning, state receiver apprehension, and affect. The results indicate that clarity, as defined in this study, is an important factor in student learning, receiver apprehension, and affect. Students who were taught by a clear teacher learned more than those who were taught by an unclear teacher, experienced less state receiver apprehension, and had more positive affect for the instructor and the course material. Nonverbal immediacy did not have a significant effect on learning, but did increase students' affect for the instructor and the course material.

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“…In the instructional setting, nonverbal immediacy is measured through student response to a variety of teacher behaviors, such as gesturing while talking to the class, moving around the room while teaching, smiling at individual students in class, and using a variety of vocal expressions while talk ing (Richmond, Gorham, & McCroskey, 1987). Positive correlations have consistently been found to exist between instructor use of nonverbal immediacy and student affect for teacher and subject matter (McCroskey & Richmond, 1992;Messman & jones-Corley, 2001;Witt & Wheeless, 200 1). The immediacy construct was later expanded by Gorham (1988) to also include verbal behaviors.…”

Section: Instructor Communicationmentioning

confidence: 99%

We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students

Houser

2004

The Journal of Continuing Higher Education

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Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning

Cited by 44 publications

References 44 publications

Instructor–Student and Student–Student Rapport in the Classroom

Instructor–Student and Student–Student Rapport in the Classroom

Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect

We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students

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