Communication Education 

About: Communication Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Interpersonal communication. It has an ISSN identifier of 0363-4523. Over the lifetime, 2766 publications have been published receiving 62839 citations.

I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

Abstract: This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.

The relationships among teacher immediacy behaviors, student motivation, and learning

Abstract: Two studies investigated the relationship between teacher immediacy and student state motivation and the combined impact of these factors on learning. Study One participants completed all instruments based on a preceding class. The scales were randomly split between students in Study Two who completed them based on an intact class. Correlations revealed significant relationships between learning and both immediacy and motivation. Regression analyses indicated both unique and colinear predictability of learning by nonverbal immediacy and state motivation. Immediacy appears to modify motivation which leads to increased learning. Important implications of Study Two data indicate relationships observed in earlier research were not a simple function of confounding when scores were reported by the same subjects completing multiple instruments.

The relationship between verbal teacher immediacy behaviors and student learning

Abstract: Previous research has indicated that nonverbal teacher behaviors such as smiling, vocal expressiveness, movement about the classroom, and relaxed body position are salient low‐inference variables of a process which results in a product of increased cognitive and affective learning. This study identified a set of verbal teacher immediacy behaviors which similarly relate to increased student learning. Results indicated differentiated use of various types of verbal immediacy messages between small and larger classes, and that the impact of teacher immediacy behaviors (both verbal and nonverbal) on learning is coincidentally enhanced as class size increases. The study provides empirical definition of a specific set of low‐inference verbal variables which, in combination with previously identified nonverbal variables, clarify a single process‐product model for effective instructional interaction.

The Teacher-Student Relationship as an Interpersonal Relationship.

Abstract: Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students’ perceptions of teachers’ use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two.

The relationship of perceived teacher caring with student learning and teacher evaluation

Abstract: The research reported relates to the construct of “perceived caring” in the instructional context which is believed to be related to the classical construct of “good will” in Aristotelian rhetorical theory as well as to more contemporary social scientific views of “intent toward receiver” in conceptualizations of source credibility. Student perceptions of caring on the part of their teachers were found to be substantially associated with the students' evaluation of their teachers, their affective learning, and their perceptions of their cognitive learning. Research is called for which helps to identify the specific teacher behaviors which communicate caring to students.