Writing Apprehension in the Online Classroom: The Limits of Instructor Behaviors

Gaytan, Jorge

doi:10.1177/23294906211041088

Cited by 7 publications

(12 citation statements)

References 46 publications

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“…Utilizing supervisors’ perceived CMIB, this study found similar results to those of Kelly and Westerman (2014) and Kelly et al (2018) who explored supervisor nonverbal immediate behaviors and perceived immediacy in face-to-face contexts. Given recent findings in the classroom that CMIB may influence receivers differently than nonverbal immediate behaviors (Gaytan et al, in press), it is encouraging to see the positive connection between supervisor communication and organizational identity despite the geographic dispersion caused by the pandemic. More research is needed to investigate the specific relationship between perceived immediacy as influenced by a variety of communicative behaviors across channels and organizational identification.…”

Section: Discussionmentioning

confidence: 99%

“…Though there is an extensive body of literature on immediacy, it has mostly focused on instructor nonverbal immediate behaviors in the U.S. classroom (c.f., Allen et al, 2006; Kelly & Westerman, 2016). Yet, a handful of studies published in the last decade have replicated findings supporting positive relationships between instructor immediate behaviors and student learning in the online context, but again, only within U.S. samples (Fall et al, 2011; Gaytan et al, Accepted; Vareberg et al, 2020).…”

Section: Organizational Identificationmentioning

confidence: 99%

“…It is possible that though supervisor nonverbal immediate behaviors have been found to positively influence subordinate variables such as loyalty (Kelly et al, 2018), burnout (Kelly & Westerman, 2014), and other workplace emotions (Jia et al, 2017), CMIB may not be similarly influential. Recently Gaytan et al (in press) found that although instructor nonverbal immediate behaviors inoculated students against writing apprehension in the face-to-face classroom (c.f., Kelly & Gaytan, 2020), instructor CMIB in the online classroom did not influence students’ writing apprehension. As such, there is cause to question whether effective use of CMIB is as powerful as effective use of nonverbal immediate behaviors.…”

Section: Organizational Identificationmentioning

confidence: 99%

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The Link Between Supervisor-Subordinate Computer-Mediated Immediate Behaviors and Organizational Identification in U.S., English, and Australian Organizations

Croucher

Kelly

Green

et al. 2022

Management Communication Quarterly

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More than 5.89 million people have died from COVID-19. Due to COVID-19, there is a need for organizations to reconsider their structures and systems in response to increased remote working and decreased face-to-face (FTF) interactions. This study analyzes organizational relationships, specifically the supervisor-subordinate relationship. This study examines the link between supervisor-subordinate immediacy and organizational identification in mediated communication. Participants from three nations ( n = 1776) were explored to test the assumption that supervisor-subordinate immediacy explains organizational identification. The United States, Australia, and England were chosen as focal nations due to the differing government responses to the COVID-19 outbreak. Results revealed supervisors’ perceived computer-mediated immediate behaviors and subordinates’ perceived immediacy with their supervisors were positive predictors of organizational identity. U.S. supervisors were perceived to use higher levels of computer-mediated immediacy behaviors and have more perceived immediacy than Australian and English supervisors. Australian supervisors had higher levels of perceived immediacy than English supervisors.

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Section: Discussionmentioning

confidence: 99%

Section: Organizational Identificationmentioning

confidence: 99%

Section: Organizational Identificationmentioning

confidence: 99%

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The Link Between Supervisor-Subordinate Computer-Mediated Immediate Behaviors and Organizational Identification in U.S., English, and Australian Organizations

Croucher

Kelly

Green

et al. 2022

Management Communication Quarterly

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“…In order for students to understand course content and instructors’ expectations of them, instructors must be clear in their communication (Gaytan et al., 2022; Sheridan & Kelly, 2010). This is necessary so students can understand what tasks they need to do to achieve their learning outcomes (Durrington et al., 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of instructor communication on affective learning in a supply chain management course

Johnson,

Park,

Kelly

2023

Decision Sci J Innov Edu

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The purpose of this study is to understand how instructor clarity and computer‐mediated behaviors influence students’ affective learning and technology self‐efficacy in online supply chain management (SCM) courses, which show how the instructor–student relationship affects online learning experiences. Data were collected through an online questionnaire using the Prolific human subject's pool. The data supported a model in which instructors’ clarity and computer‐mediated immediate behaviors indirectly influenced students’ technology self‐efficacy and affect for the course through the mediation of perceived immediacy. Affect for the instructor did not fit into the final model. The findings in this study help SCM instructors navigate the pedagogical pivot that may be required for the next unexpected event (pandemic, etc.) without compromising student learning goals.

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“…It is applicable across many situations and has several recognizable characteristics and reactions [ 32 , 33 ]. Recently, several scholars have become interested in examining communication apprehension within the context of virtual education [ 34 , 35 , 36 ].…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Communication Apprehension and Psychological Well-Being of Students in Online Learning

Agrawal

Krishna

2021

Behavioral Sciences

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The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.

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Writing Apprehension in the Online Classroom: The Limits of Instructor Behaviors

Cited by 7 publications

References 46 publications

The Link Between Supervisor-Subordinate Computer-Mediated Immediate Behaviors and Organizational Identification in U.S., English, and Australian Organizations

The Link Between Supervisor-Subordinate Computer-Mediated Immediate Behaviors and Organizational Identification in U.S., English, and Australian Organizations

The effect of instructor communication on affective learning in a supply chain management course

Communication Apprehension and Psychological Well-Being of Students in Online Learning

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