Media richness of instructor messages: how to improve student beliefs and perceptions in online course settings

Abstract

PurposeThe increasing number of online courses in higher education has provided students with convenience and flexibility. However, some adverse effects also come with online learning, including negatively affecting student beliefs in themselves and their perceptions of the instructor. Both are important factors for academic success. Grounded in media richness theory, this study aims to examine the impact of medium choices by investigating instructor messages on student beliefs and perceptions in an online course.Design/methodology/approachThis study employs a survey methodology using validated items to assess university student perceptions following faculty interactions (video versus customized email).FindingsThe authors find that videos and personalized emails, using mass distribution Excel features, help increase student beliefs, including social belongingness and self-efficacy, and improve students' perceptions of the instructor and learning environment.Originality/valueThis study contributes to the literature by establishing that the richness of media of faculty messages can impact student beliefs, which in turn, may help with student success and retention. The activities used in this study are low-effort for the instructor and may have lasting effects on the students. In addition, this study fills a gap in the literature by examining multiple forms of the richness of media and their impact on multiple aspects of students' beliefs and perceptions of the instructor.

Effectiveness of using feature films in organizational behavior education: an empirical investigation

“…Students require a clear understanding of the purpose and expectations of their tasks (Bolkan, 2017; Titsworth et al. , 2015; Green et al. , 2023).…”

“…Students require a clear understanding of the purpose and expectations of their tasks (Bolkan, 2017;Titsworth et al, 2015;Green et al, 2023). This involves providing clear directions for courses, task learning outcomes, expectations, processes, and assessment parameters.…”

“…And (2) Are there factors that mediate students’ cognitive learning when using feature films as a pedagogical tool (c.f., Craig et al. , 2021; Green et al. , 2023)?…”

“…(1) Do students perceive feature films as effective interventions for achieving cognitive learning in organizational behavior (c.f., Kankal et al, 2023;Nguyen, 2023)? And (2) Are there factors that mediate students' cognitive learning when using feature films as a pedagogical tool (c.f., Craig et al, 2021;Green et al, 2023)? Based on empirical examination of these questions, we present three significant contributions: (1) the finding that the student "perceived learning outcomes" mediate the influence of student evaluation of the pedagogical tool and clarity of instructions of the teacher on the student cognitive and affective learning outcomes, (2) use of PLS-SEM to validate the measurement scalespersonal involvement (PI), evaluation of the film (EF), teacher clarity (TC), and student cognitive and affective change constructs, and (3) empirical confirmation of the usefulness of feature films to effectively engage the participants and help them learn abstract organizational behavior concepts.…”