The Funny Thing Is, Instructor Humor Style Affects Likelihood of Student Engagement

Nienaber, Kristie; Abrams, Gwyneth; Segrist, Dan J.

doi:10.14434/josotl.v19i5.24296

Cited by 16 publications

(15 citation statements)

References 17 publications

(25 reference statements)

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“…When there is an increase in teaching effectiveness, students typically improve academically, and it could be concluded that using humor in the classroom can improve the retention and recollection of the material by the students (Garner, 2006). Previous research has also shown that the use of humor while teaching positively influences and improves the average student engagement levels with the professor and within the class (Nienaber et al, 2019). An increase in student engagement during class (due to humor) creates more open communication and thus contributes to the second category described, rapport (Darling and Civikly, 1986).…”

Section: Resultsmentioning

confidence: 99%

253 What the best animal science teachers do

Whitaker

Lamberson

Smith

et al. 2020

Journal of Animal Science

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Great teachers have the extraordinary ability to inspire and motivate even those that resist learning. The top educators are not only knowledgeable about the content of the course they are teaching but often conscious of the information, literature and practice of instructional delivery to their audience. Many exemplary educators have been profiled and studied, followed by attempting to emulate from ambitious peers. However, there is a gap between the examples of disciplines published and what the teachers of animal science do. The objective of this study was to identify and describe what the characteristics are of the best animal science teachers in addition to identifying and describing what the characteristics are of their classroom environments and students. The inclusion criterion for selecting faculty was being bestowed an excellence in teaching award through their professional organization. Each teacher answered a series of questions about themselves, their students and the class being taught both before and after the lecture. Lecture was captured using a digital all-inclusive camera and later analyzed for pedagogical trends, instructor-student interactions and student engagement. Despite a variety of topics being taught, there were multiple trends emerging from these classrooms. Common events included reviewing previous lectures, distributing something physical to the students, posing questions during class and calling on students by name. Most students in every class were not distracted and asked questions. Each teacher taught differently, but they all understood their audience; they grasped the subject matter and most importantly, they valued students learning. Collectively, these findings can be adopted by other teachers and be applied and utilized in their own environment in an attempt to foster improved classrooms and student learning through excellent teaching.

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Section: Resultsmentioning

confidence: 99%

253 What the best animal science teachers do

Whitaker

Lamberson

Smith

et al. 2020

Journal of Animal Science

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“…Previous research done by [28] which done on 157 students of Midwestern Public University explained that there is an effect of different types of humor that used by students on classroom, one of the results shows that individuals shows more interest by using affiliative humor type (M=38.10, SD=7,70). Moreover, a research organized by [11] shows that 668 individuals who attend the class explain that aggressive humor type leads to degradation of achievement emotions in individuals.…”

Section: Achievement Emotions and Humormentioning

confidence: 87%

The Effect of Teacher’s Humor Types on Student Achievement Emotions during Distance Learning

Nurcendani,

Wijaya

2022

Proceedings of the 3rd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2021

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Early in 2020, all countries experienced the impact of the pandemic that occurred. Almost all activities have stopped to deal with the pandemic. Many notable activities like educational facilities were mandatory to close learning activities at the academy and then change it in the learning system into distance learning from their homes. When distance learning has been applied, many sides worried that the emotional condition of students during learning or achievement emotions would decrease. To improve it, one of them needs the support of the best teaching characteristics. In NASSP's research by Santrock, it has discovered that the criteria for the best teacher were teachers who used humor. This study aims to examine the effect of the teacher's humor type on students during distance learning. The research was participating by 414 students of University X, Faculty of Y using non-experimental quantitative research. Data collection was operating using a humor style questionnaire and achievement emotions questionnaire -learning related. Based on the result of analysis using multiple linear regression, the result p = 0.000 <0.05. This result indicating this research found that the teacher's humor types have been effected achievement emotions in students during distance learning. Furthermore, among the four types of humor, three types of humor (affiliative humor , aggressive humor , selfdefeating humor ) have a significant effect to achievement emotions.

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“…Content relevant, appropriate humour paves the way for increased comfort levels leading to positive interactions and open communication between the instructor and the student (Banas et al, 2011;Gorham & Christophel, 1990). By humanizing and reducing anxiety, humour can reduce social distances and learning apprehensions, and increase active learning, motivation and engagement, and facilitate skill acquisition where learners can go beyond traditional learning contexts and improve retention and recall (Acquaviva, 2015;Banas et al, 2011;Garner, 2006;Nienaber et al, 2019;Tews et al, 2015). In a study that measured the style of instructor's humour against student engagement, Nienaber et al (2015) found that students established higher comfort levels with instructors who used affiliative humour.…”

Section: Two Cents From Other Humourists -Theoretical Frameworkmentioning

confidence: 99%

Keep it Light

Maddison

Kumaran

2022

JoSoTL

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For the most part, information landscapes such as libraries are structured, organized, created, and used by the dominant groups. These spaces may be unfamiliar territory for many students. Humour used in library orientation elicits enjoyment and helps to connect librarians and students. Low and high inference humour used during orientation can help connect students new to those landscapes with information and to librarians. Appropriate use of instructional humour in orientations can reduce students’ anxiety about using the library, especially when they need help from library staff. This reflective write up on using humour in library orientations, is to demonstrate how we used humour to create a comfortable learning environment, to encourage students to visit the library, to improve (hopefully!) recall and retention of course content, and enable positive associations with library resources or the librarian. There are challenges with humour when the classroom is diverse or if humour is used negatively. Care should be given to use humour to support course content.

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The Funny Thing Is, Instructor Humor Style Affects Likelihood of Student Engagement

Cited by 16 publications

References 17 publications

253 What the best animal science teachers do

253 What the best animal science teachers do

The Effect of Teacher’s Humor Types on Student Achievement Emotions during Distance Learning

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