Students’ perceptions of effective and ineffective communication by college teachers

Kramer, Michael W.; Pier, P. M.

doi:10.1080/10417949909373153

Cited by 25 publications

(12 citation statements)

References 21 publications

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“…While a majority of the misbehaviors were perceived as being rarely used, a finding similarly obtained by Kearney et al, the most frequently used misbehavior was ineffective teaching behaviors. This misbehavior encapsulates the misuse of both rhetorical (e.g., clarity, relevance) and relational (e.g., immediacy, confirmation) instructional communication behaviors students typically associate with effective teaching (Kramer & Pier, 1999;Myers, 2010;Myers et al, 2014;Nussbaum, 1992;Waldeck, Plax, & Kearney, 2010). This finding is actually encouraging because it suggests that students are cognizant of, and paying attention to, what it means for an instructor to be an effective communicator in the classroom.…”

Section: Discussionmentioning

confidence: 98%

Revisiting Instructor Misbehaviors: A Revised Typology and Development of a Measure

Goodboy¹,

Myers²

2014

Communication Education

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Three studies (N = 1119) were conducted to replicate and expand upon Kearney, Plax, Hays, and Ivey's seminal research on instructor misbehaviors. In study 1 (n = 233), a replication of Kearney et al.'s study revealed 43 categories of perceived instructor misbehaviors; 27 of the misbehaviors were originally identified by Kearney et al. and 16 new misbehaviors were identified in this study. In study 2 (n = 650), the Instructor Misbehavior Scale (IMS) was created to operationalize underlying dimensions of instructor misbehaviors; three dimensions (i.e., antagonism, lectures, and articulation) were uncovered through principal axis factoring. In study 3 (n = 236), a confirmatory factor analysis provided construct validity support for the three-factor IMS. Additionally, the antagonism and lectures dimensions of instructor misbehaviors were correlated negatively with student learning outcomes (i.e., affective learning, cognitive learning, state motivation, student communication satisfaction) and served as unique predictors in multiple regression analyses. Collectively, these three studies provide an updated typology along with a reliable and a valid measure of instructor misbehaviors.

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Section: Discussionmentioning

confidence: 98%

Revisiting Instructor Misbehaviors: A Revised Typology and Development of a Measure

Goodboy¹,

Myers²

2014

Communication Education

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“…First, because results of this study suggest that low affect instructors spur imagined interactions with students, and that these interactions co-occur with dissent, instructors who want to deter students from having negative IIs about them should focus on fostering affective learning in the classroom. This may be done by utilizing effective instructional behaviors such as immediacy, humor, clarity, and confirmation (Kramer & Pier, 1999). Second, although instructors will occasionally enact behaviors that damage students' affective learning (Kearney, Plax, Hays, & Ivey, 1991), being pleasant and welcoming to students after making mistakes may help students form positively valenced IIs that address their concerns and allow them to forgive the instructor's transgression (Vallade et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Students' Imagined Interactions as Intrapersonal Explanations for Instructional Dissent

Goodboy

Bolkan

Goldman

2014

Communication Reports

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The purpose of this study was to examine how college students' intrapersonal communication experiences (i.e., imagined interactions) with disliked instructors contribute to their proclivity to communicate instructional dissent (i.e., expressive, rhetorical, vengeful). Student participants (N ¼ 181) completed a self-report questionnaire measuring their use of imagined interactions with their worst instructor in the past academic year, along with reports of their course-related dissent. Results of a canonical correlation revealed that the frequency, valence, and rehearsal of students' imagined interactions with a low affect instructor are related to forms of instructional dissent.

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“…The Q-sort methodology, which evolved from factor theory, was originally developed by the British physicist William Stephenson for psychological studies [19]. Despite earlier criticism of the technique in the academic community, the technique has gained increasing attention and acceptance as a tool for research in many areas from psychology [20], to medicine [25], communication [29], social sciences [30], and education [32].…”

Section: A the Q-sort Methodologymentioning

confidence: 99%

Uses of mobile phones in post-conflict Liberia

Best

Wornyo

Smyth

et al. 2009

2009 International Conference on Information and Communication Technologies and Development (ICTD)

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Liberia is a country emerging from years of protracted and devastating civil conflict. Left without any fixed line telephone infrastructure, it relies solely on the mobile phone for telephony. This study investigates the usage of mobile phones in this immediate post-conflict setting. In particular, we adopt the uses and gratifications approach to media research, giving focus to both instrumental and intrinsic motivations for use. Mobile phone users in both the capital city of Monrovia and in various rural areas were surveyed using the Q methodology, which identified distinct perspectives within these urban and rural groups. Participants were then sorted into groups where each group contained users with similar perspectives on their mobile phones. These identified groups included sets of users who saw their phones as productivity enhancers, means of connectivity to family and friends, essential business tools, technological curiosities, and sources of personal security. The idea of a phone as a stylish object was markedly rejected, especially in rural areas. We contrast these Q-sort results from Liberia with previous work from Kigali, Rwanda, finding differences especially as related to security.

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Students’ perceptions of effective and ineffective communication by college teachers

Cited by 25 publications

References 21 publications

Revisiting Instructor Misbehaviors: A Revised Typology and Development of a Measure

Revisiting Instructor Misbehaviors: A Revised Typology and Development of a Measure

Students' Imagined Interactions as Intrapersonal Explanations for Instructional Dissent

Uses of mobile phones in post-conflict Liberia

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