Date of Award
2005
Degree Name
Ph.D. in Educational Leadership
Department
Department of Educational Leadership
Abstract
The purpose of this quasi-experimental study was to determine whether community college students enrolled in Interpersonal Communication who utilize the technological aid of computer-mediated communication in the classroom have different perceptions of their affective learning and their instructor's immediacy than do students who do not utilize computer-mediated communication in the classroom. The methodology used to address the issue was a post test-only control group design, with students completing the affective learning scale, the nonverbal immediacy scale, and the verbal immediacy scale. Results showed no significant differences were found between the treatment and control groups on either immediacy scale (verbal or nonverbal). Significant differences did exist between the treatment and control groups for affective learning. Correlation findings showed that affective learning was significantly correlated to verbal immediacy. Also, nonverbal immediacy was significantly correlated to verbal immediacy. Affective learning was also correlated to nonverbal immediacy
Keywords
Interaction analysis in education, Affective education, Nonverbal communication in education, Interpersonal communication Computer-assisted instruction, Interpersonal communication Study and teaching (Higher), Community college students Education, College students Education
Rights Statement
Copyright © 2005, author
Recommended Citation
Zakel, Lori, "Differences in affective learning and perceived immediacy of instructor between traditional college classrooms and classrooms incorporating student use of computer-mediated communication" (2005). Graduate Theses and Dissertations. 12.
https://ecommons.udayton.edu/graduate_theses/12
