The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning

This study tested two models of instructor credibility as a potential mediator of instructors' prosocial communication behaviors (e.g., confirmation, clarity, and nonverbal immediacy) and students' learning outcomes. Participants included 1,416 undergraduate students from four different institutions across the United States. Results of structural equation modeling provided greater support for the partial mediation model, whereby credibility partially mediated the effects of teacher confirmation and clarity on learning outcomes, though it fully mediated the effects of nonverbal immediacy. When combined, students' perceptions of all three prosocial behaviors accounted for 66% and 57% of the variance in credibility and learning outcomes, respectively. Among the more important implications of this research is the finding that confirming behaviors and clarity have both direct and indirect effects on student learning.

Section: Instructor Prosocial Communication Behaviors and Student Leamentioning

confidence: 92%

Section: Instructor Prosocial Communication Behaviors and Student Leamentioning

confidence: 98%

mentioning

confidence: 98%

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Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes

Schrodt¹,

Witt

Turman

et al. 2009

“…For instructors who adopt the philosophy that their duty is to facilitate learning, it is essential that they understand which behaviors they can enact to promote cognitive learning. Specific instructor behaviors have been found to positively influence cognitive learning including confirmation, immediacy, and clarity (Comadena, Hunt, & Simonds, 2007;Goodboy & Myers, 2008). Some scholars argue that cognitive learning is mediated by other variables (e.g., Rodriguez et al, 1996).…”

Section: Student Learningmentioning

confidence: 98%

Instructor–Student and Student–Student Rapport in the Classroom

Frisby

Martin

2010

353

236

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

“…As expected, perceived learning and nonverbal immediacy were significantly correlated, but the question still remains regarding the extent to which perceived learning is a valid indicator of students' cognitive learning. This question is important since the learning loss measure continues to be used regularly as the sole means of assessing cognitive learning (Burroughs, 2007;Comadena, Hunt, & Simonds, 2007). There are no simple answers to the issues surrounding appropriate definition and measurement of learning (Aldridge, 1993;Lachman, 1997).…”

Section: Discussionmentioning

confidence: 98%

Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning

King¹,

Witt

2009

There is much disagreement among instructional communication scholars concerning the appropriate means to measure cognitive learning. Significant differences have emerged between studies that rely on perceptual versus performance measures of learning and the issue has been the subject of much recent debate in research on teacher immediacy. The present study sought to compare instruments commonly used to assess perceived learning (learning loss measure) and performed learning (course grades) with an additional approach to cognitive learning assessment known as confidence testing. All of these measures were compared with student perceptions of teacher immediacy. Results indicate that confidence testing scores are significantly associated with both course grades and perceived learning. Implications for research involving cognitive learning are discussed.