Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

Johnson, Zac D.; LaBelle, Sara

doi:10.1080/03634523.2014.978800

Cited by 21 publications

(9 citation statements)

References 49 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The identification of associations between CCC and four technological factors (advanced computer self-efficacy, Internet and entertainment computer experience, program and software computer experience, and computer importance) contributes new knowledge for researchers and practitioners. These associations should be considered for improving students’ CCC, which is recognized as important in both traditional face-to-face (e.g., Johnson & LaBelle, 2015; Sidelinger et al., 2011; Sollitto et al., 2013) and computer-mediated environments (e.g., Xu et al, 2016; Ritter et al., 2010). Most significantly, online environments impose many additional communication challenges (Rovai & Jordan, 2004; Walther, 1992), and our findings provide some insights useful to addressing what Ritter et al.…”

Section: Discussionmentioning

confidence: 99%

“…Information peers were significantly less connected than other peer types, but there was no significant difference between the three peer types and familiarity with teacher. Johnson and LaBelle (2015) examined an instructional beliefs model for expressive dissent. Findings suggested the amount, relevance, and negativity of peer self-disclosures effected students’ CCC.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms

MacLeod

Yang

Zhu³

et al. 2017

Journal of Educational Computing Research

View full text Add to dashboard Cite

In an effort to address student engagement challenges, much research has explored student-to-student connected classroom climate (CCC). Research positively associates CCC to the benefits of student integration, learning, and retention in face-to-face environments. However, few studies have examined CCC in computer-mediated environments. This study provides empirical evidence of the relationships between key technological factors and CCC in cloud classrooms. A survey was administered to 641 college students, and the results indicate that four of the five technological factors examined were positively associated with

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Conceptual Backgroundmentioning

confidence: 99%

Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms

MacLeod

Yang

Zhu³

et al. 2017

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…There is considerable evidence that CCC is positively related to students’ participation (Fassinger, 1996, 1997; Sidelinger & Booth-Butterfield, 2010) and learning (Frisby & Martin, 2010; Johnson, 2009; Sidelinger & Booth-Butterfield, 2010) in face-to-face educational environments. In addition, some research has suggested that CCC is related to classroom assimilation (Johnson & LaBelle, 2015) and that an instructor’s presence may not be directly associated with it (Frisby & Martin, 2010; Sidelinger, Bolen, Frisby, & McMullen, 2011). This notion has been empirically supported in comparative studies exploring face-to-face and blended learning instructional delivery methods (e.g., Ritter, Polnick, Fink, & Oescher, 2010; Xu, Yang, & MacLeod, in press).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding College Students’ Acceptance of Cloud Classrooms in Flipped Instruction: Integrating UTAUT and Connected Classroom Climate

Yang

Lin

MacLeod

2018

Journal of Educational Computing Research

View full text Add to dashboard Cite

Cloud classrooms provide many advantages in higher education. However, little is known about the social influence of peer relationships on students' acceptance of cloud classrooms. This study utilized structural equation modeling to examine a model that integrates the Universal Theory of Acceptance and Use of Technology (UTAUT) and Connected Classroom Climate (CCC). Effort expectancy, social influence, and CCC were found to significantly impact cloud classroom acceptance by college students. Performance expectancy and facilitating conditions, however, did not affect acceptance. These findings contribute understanding that can support decision-making for the cloud classroom, with particular emphasis on increasing college students' acceptance and use of such technology. Administrators, researchers, and practitioners can use this knowledge to guide their implementation, improvement, and assessment of cloud classrooms. In addition, beyond the

show abstract

“…Second-order variables can include students' expectations of their academic success, their control of learning beliefs, their learner empowerment, and their academic self-efficacy (Weber et al, 2011). The third-order constructs include student learning outcomes (Johnson & LaBelle, 2015), which can be comprised of cognitive (i.e., acquisition and understanding of knowledge), affective (i.e., change in students' attitude and feelings toward content), and behavioral (i.e., activities and student behaviors that indicate learning) learning (Weber et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…In the fifth study, Johnson and LaBelle (2015) examined the relationship between instructor behaviors and learning outcomes. The first-order construct was instructor selfdisclosure (i.e., amount, relevance, and negativity), the second-order construct was student classroom connectedness, and the third-order construct was student dissent (i.e., rhetorical, expressive, and vengeful).…”

Section: Introductionmentioning

confidence: 99%

Using the Instructional Beliefs Model to Examine Instructional Feedback in the Classroom

Tindage¹

View full text Add to dashboard Cite

The purpose of this dissertation was to examine the role that instructional feedback plays in student engagement using Weber, Martin, and Myers's (2001) Instructional Beliefs Model (IBM). The proposed IBM for this dissertation included first-order constructs (i.e., instructional feedback, course workload, course difficulty, and students' feedback orientation), a second-order construct (i.e., feedback self-efficacy), and a third-order construct (i.e., student engagement). As hypothesized, instructional feedback (i.e., developmental, fairness) is positively associated with feedback self-efficacy, while course workload and course difficulty are negatively associated with feedback selfefficacy. However, only two dimensions of students' feedback orientation (i.e., utility, retention) were positively associated with feedback self-efficacy. Overall, in regard to the hypothesized relationships with student engagement, instructional feedback, students' feedback orientation, and feedback self-efficacy were positively associated with student engagement. Course workload and course difficulty were negatively associated with student engagement. Furthermore, students' feedback self-efficacy does not indirectly affect the relationship between instructional feedback, course workload, course difficulty, students' feedback orientation, and student engagement. The results were discussed in light of research on instructional feedback, self-efficacy, and student engagement. These findings should be taken with caution due to three limitations: measurement error, the data collection procedures, and the theoretical framework. iii ACKNOWLEDGMENTS First and foremost, I want to thank my Lord and Savior Jesus Christ, for giving me the strength and wisdom to write this thesis. May all glory and honor go to Him. Next, I would like to thank my family for their constant prayers and support through out this entire endeavor. Rocky and Randy, the two of you always know when I need to be brought down a few levels from my craziness. Pa, thank you for your encouragement and support. Most importantly my mother, you have shown me what it means to be a strong woman of God, your strength and determination never ceases to amaze me. Thank you Shaun for cooking, cleaning, reading various section of my dissertation, pushing me to finish, and listening to me whenever I needed an ear. I'm glad I met you those three years ago and I'm glad that you are in my life for the long haul! I can't wait to live the life that God has put before us. I love you! In addition, I wish to thank my dissertation committee, Drs. Alan K. Goodboy, Matthew M. Martin, Christine E. Rittenour, and Brandi Frisby, I am grateful for your constant support, direction, and guidance. I would like to express my sincerest gratitude to my Dissertation Chair and Advisor, Dr. Scott A. Myers. Dr. Myers, I always felt that you saw something in me that I didn't see in myself. Thank you for believing that I could complete this dissertation and complete it well. You have pushed me and guided me in becomi...

show abstract

Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

Cited by 21 publications

References 49 publications

Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms

Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms

Understanding College Students’ Acceptance of Cloud Classrooms in Flipped Instruction: Integrating UTAUT and Connected Classroom Climate

Using the Instructional Beliefs Model to Examine Instructional Feedback in the Classroom

Contact Info

Product

Resources

About