Teacher Access and Mentoring Abilities: Predicting the Outcome Value of Extra Class Communication

Virtual Office Hours (VOH) in accounting coursework: Leveraging technology to enhance an integrative learning environment

“…They note that while many faculty members make themselves available to students outside of class through established office hours, students by and large do not take advantage of this interaction opportunity. Bippus, Kearney, Plax, and Brooks (2003) cite similar findings and note the missed opportunities for faculty to mentor students. Thus, while holding office hours may be considered a required part of a faculty member's role (and may, in fact, be a contractual obligation), the benefits of such an approach in a traditional setting are uncertain.…”

Effects of Sex and Setting on Students’ Interpretation of Teachers’ Excessive Use of Immediacy

“…Teachers may increase their immediacy in an effort to impress upon their students that they are receptive to extra-class interactions. While it is important for faculty to be both physically and psychologically accessible to students (Bippus, Kearney, Plax, & Brooks, 2003;Wilson, Woods, & Gaff, 1974), they must be careful not to counteract their accessibility by using excessive levels of immediacy.…”

Answering the Question: Student Perceptions of Personalized Education and the Construct's Relationship to Learning Outcomes

“…For instance, Waldeck (2006) reported that one possible dimension of personalized education involves students and teachers engaging in social exchanges and reciprocal self-disclosure*two characteristics of the extra-class communication variable elucidated by Fusani (1994) and Bippus, Kearney, Plax, and Brooks (2003). In other words, part of the answer to the question, ''What is personalized education?''…”

“…might already exist in the form of published instructional communication theory and research which could benefit administrators and faculty in their efforts to answer the question and create personalized experiences for students. Thus, a second goal of this study involved investigating the relationships and possible conceptual overlap among personalized education and other instructional communication variables, including immediacy (Rodriguez, Plax, & Kearney, 1996;Richmond, Gorham, & McCroskey, 1987), mentoring (Waldeck, Orrego, Plax, & Kearney, 1997), and extra-class communication (Bippus et al, 2003;Fusani, 1994).…”