“He's Really Setting an Example”: Student Contributions to the Learning Environment

Galanes, Gloria J.; Carmack, Heather J.

doi:10.1080/10510974.2012.731464

Cited by 10 publications

(6 citation statements)

References 25 publications

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“…Additionally, when students feel connected to their classmates, they experience a lower level of communication apprehension in public speaking courses (Carlson et al, 2006). A supportive classroom climate is also beneficial for instructors because students are more resourceful and are less dependent on the instructor; they work with one another to figure out problems themselves (Galanes & Carmack, 2013).…”

Section: Classroom Climatementioning

confidence: 99%

Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom

Hooker

Simonds

2020

Communication Education

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This study examines how different social interdependence structures influence students' perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a short survey. The highest levels of affective learning and motivation were found in the individualistic structure, followed by the cooperative and competitive structures. Regarding classroom communication apprehension, students in the competitive structure were most apprehensive, followed by students in the cooperative and individualistic structures. Finally, both students in the cooperative structure and students in the individualistic structure viewed their classroom climate more favorably than students in the competitive classroom.

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Section: Classroom Climatementioning

confidence: 99%

Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom

Hooker

Simonds

2020

Communication Education

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“…Students are important contributors to the communication environment of a classroom (Galanes & Carmack, 2013), and engage in self-disclosure to both the instructor and their classmates (Frymier & Weser, 2001;Myers, 1998). In an exploratory study, Myers (1998) found that students self-disclose on a variety of topics such as music, hobbies, food, and schoolwork, and that these disclosures are similar in frequency and intimacy as instructor self-disclosures.…”

Section: Self-disclosure In the College Classroommentioning

confidence: 99%

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

Johnson¹,

LaBelle²

2014

Communication Education

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The current study examined the relationship between student-to-student communicative behaviors and communication outcomes in the college classroom. The instructional beliefs model was used to examine student self-disclosures, student perceptions of connectedness, and student enactment of instructional dissent. Students (N = 351) completed questionnaires assessing their perceptions of other students' self-disclosures, classroom connectedness, and their own enactment of expressive, rhetorical, and vengeful dissent. Results of path analyses indicate that students' perceptions of classroom connectedness mediate the relationship between student self-disclosure and enactment of instructional dissent, particularly in the case of vengeful dissent. These results offer increased understanding of the ways in which student-to-student communication affects perceptual and communicative outcomes in the college classroom.

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“…Instructors and students co-construct the classroom environment (Galanes & Carmack, 2013) and are affected, both positively and negatively, by each other's behaviors in the classroom. Distracting behaviors, or instructor and peer behaviors that avert student attention from course content and learning objectives, have previously been explored in scholarship (e.g., teacher misbehaviors, Kearney et al, 1991;anti-citizenship behaviors, Myers et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…In their study, four primary categories emerged including physical (e.g., fidgeting, arriving late), participatory (e.g., jokes, participation level), technology (e.g., using computers, phone noises), and etiquette (e.g., side conversations, eating). When peers engage in distracting behaviors, students report sub-optimal outcomes including feeling distracted or becoming angry at peers (Galanes & Carmack, 2013). Myers et al (2015) found that these anti-citizenship behaviors were negatively related to affective learning, perceived cognitive learning, state motivation, and communication satisfaction.…”

Section: Students: Anti-citizenship Behaviors As Sources Of Distractionmentioning

confidence: 99%

“…A comprehensive typology of distracting behaviors from both students and instructors would be beneficial. Given the evidence that suggests instructors and students co-construct the classroom environment (Galanes & Carmack, 2013;Sidelinger & Booth-Butterfield, 2010) and Boice's (1996) argument about uncivil and potentially distracting behaviors, that students and teachers are "partners in generating and exacerbating" (p. 458), it is important to examine distracting behaviors from both sources to understand how they contribute to the overall classroom environment. Without a clearer conceptualization of which student and instructor behaviors forestall students' attention and focus when learning, instructors are unable to identify and avoid or correct distracting behaviors, either that they exhibit or that their students may exhibit.…”

Section: Instructors: Misbehaviors As Sources Of Distractionmentioning

confidence: 99%

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Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

Frisby

Sexton

Buckner

et al. 2018

ij-sotl

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Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed.

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“He's Really Setting an Example”: Student Contributions to the Learning Environment

Cited by 10 publications

References 25 publications

Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom

Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom

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

Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective

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