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

Abstract

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.

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

“…Students were assigned to listen to one of three teaching scripts from the guest lecturer who was introduced by the course instructor. Each lecture was approximately 15 minutes in length, which coincides with previous experimental research using live lecture manipulations (Chesebro, 2003;Comstock, Rowell, & Bowers, 1995;Titsworth, 2004). After the lecture, the course instructor asked students to complete a feedback survey about the guest lecturer.…”

The Development and Validation of the Student Communication Satisfaction Scale

“…Thus, instructors who are cognizant of clarity are straightforward, clear, and understandable, rather than ambiguous or unclear. Indeed, instructors who are clear foster student learning, motivation, and achievement and decrease student receiver apprehension (Chesebro, 2003;Rodger, Murray, & Cummings, 2007). Instructors who communicate in a clear manner should satisfy student expectations during conversations.…”

Komponenty a charakteristiky zakládající kvalitu výuky: přehled výzkumných zjištění

“…Zkoumány jsou zde také souvislosti mezi jasností výuky a aspekty učení jako např: snižování úzkosti, zvyšování motivace, výkony v oblasti kognitivního i afektivního učení (např. Chesebro, 2003).…”