Reasons for Student Engagement in Extra-Class Communication

College Student Perceptions of Frequency and Effectiveness of Use of Relevance Strategies: A Replication and Extension

“…One limitation of this study, which should be considered in future research endeavors, is that participants' identification of their instructors' use of relevance-enhancing behaviors was restricted to the classroom. Because it is not uncommon for students to engage in out-of-class communication (i.e., communication that occurs between instructors and students outside of formal class time; Fusani, 1994) during which students are motivated by relational and functional reasons to inquire about course-related information, seek advice about their career plans, and socialize with their instructors (Jaasma & Koper, 2001;Young, Pulido, & Brooks, 2018), it is possible that instructors also engage in relevance-enhancing behaviors during these encounters. Future research might consider examining the types (as well as the perceived frequency and effectiveness) of relevance-enhancing behaviors students perceive their instructors to use during office visits or through e-mail exchanges, which are two common forms of out-of-class communication.…”

Out-of-class communication: are students and faculty interested and engaged? (A study at a Russian university)

“…Despite an increasing concern for the examination of OCC, its all-encompassing definition seems to be absent from the literature. The attributes "out-of-class" (Nadler and Nadler 2000), "extra-class" (Young et al 2018), "non-classroom" (Cox and Orehovec 2007) may be used interchangeably (see Young et al 2018). These terminological variations refer to the same field of student-faculty interaction and relations and do not appear to bear distinct differences.…”

“…It includes advising, students seeking out faculty to ask questions about class content, faculty involvement in student organizations, and/or studentfaculty discussions about non-class related issues" (p. 242). This type of communication has also been identified as "a primary agent of college culture" having a number of important effects on its participants (see Komarraju et al 2010, p. 332), and as a response to "new communicative demands" of the modern higher education (HE) that "extend student-instructor communication beyond formal class time" (Young et al 2018).…”

“…It is evident that there seems to be a lack of a unified or elaborated definition in the literature. Rather, scholars approach it using different foci, determined by the aims of their studies: frequency (Fusani 1994); type of contact and context (Hoffman 2014;Cotten and Wilson 2006); outcomes for the parties involved (Endo and Harpel 1982;Docan-Morgan 2011;Komarraju et al 2010); and characteristics of the participants and predictors of such contact (Nadler and Nadler 2001;Sax et al 2005;Young et al 2018).…”