A generational examination of instructional Facebook use and the effects on perceived instructor immediacy, credibility and student affective learning

被引：12

作者：

Enskat, Aaron ^{[1
]}

Hunt, Stephen K. ^{[1
]}

Hooker, John F. ^{[1
]}

机构：

[1] Illinois State Univ, Sch Commun, Normal, IL 61761 USA

来源：

TECHNOLOGY PEDAGOGY AND EDUCATION | 2017年 / 26卷 / 05期

关键词：

Facebook; affective learning; mediated immediacy; credibility; expectancy violations theory; EXPECTANCY VIOLATIONS; NONVERBAL IMMEDIACY; TEACHER IMMEDIACY; TECHNOLOGY USE; MOTIVATION; COMMUNICATION; PERCEPTIONS; CONSEQUENCES; CLASSROOM;

D O I：

10.1080/1475939X.2017.1354065

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined Millennial student perceptions of use of social networking, specifically Facebook, by instructors. Two independent variables were examined: instructor age (Baby Boomer or Millennial) and use of Facebook (utilising a course group site through the service versus not using the service at all). Results revealed that Baby Boomer instructors who used a class Facebook group were rated more highly on mediated immediacy, credibility and affective learning than Baby Boomer or Millennial instructors who did not use Facebook. The role of expectancy violations theory in Millennials' perceptions of their instructors' communication is discussed and recommendations are made for future research.

引用

页码：545 / 557

页数：13

共 20 条

[1] Effects of Instructor Speech Rate on Student Affective Learning, Recall, and Perceptions of Nonverbal Immediacy, Credibility, and Clarity
Simonds, Brent K.
Meyer, Kevin R.
Quinlan, Margaret M.
Hunt, Stephen K.
COMMUNICATION RESEARCH REPORTS, 2006, 23 (03) : 187 - 197
[2] The Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning
Pogue, Lanette
AhYun, Kimo
COMMUNICATION EDUCATION, 2006, 55 (03) : 331 - 344
[3] Students' Attributions of Instructor Credibility as a Function of Students' Expectations of Instructional Technology Use and Nonverbal Immediacy
Schrodt, Paul
Witt, Paul
COMMUNICATION EDUCATION, 2006, 55 (01) : 1 - 20
[4] Twitter Use and its Effects on Student Perception of Instructor Credibility
DeGroot, Jocelyn
Young, Valerie
VanSlette, Sarah
COMMUNICATION EDUCATION, 2015, 64 (04) : 419 - 437
[5] Instructors Who Resist "College Lite'': The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning
Mottet, Timothy
Parker-Raley, Jessica
Beebe, Steven
Cunningham, Cory
COMMUNICATION EDUCATION, 2007, 56 (02) : 145 - 167
[6] The Effects of Instructor Use of Positive and Negative Slang on Student Motivation, Affective Learning, and Classroom Climate
Mazer, Joseph P.
Hunt, Stephen K.
COMMUNICATION RESEARCH REPORTS, 2008, 25 (01) : 44 - 55
[7] Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning
Wang, Jiahui
Antonenko, Pavlo D.
COMPUTERS IN HUMAN BEHAVIOR, 2017, 71 : 79 - 89
[8] The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students? affective learning: The mediating role of instructor understanding
Derakhshan, Ali
Zhang, Lawrence Jun
Zhaleh, Kiyana
STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING, 2023, 13 (01) : 71 - 100
[9] The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning
Comadena, Mark E.
Hunt, Stephen K.
Simonds, Cheri J.
COMMUNICATION RESEARCH REPORTS, 2007, 24 (03) : 241 - 248
[10] THE EFFECTS OF VERBAL AND NONVERBAL TEACHER IMMEDIACY ON PERCEIVED COGNITIVE, AFFECTIVE, AND BEHAVIORAL LEARNING IN THE MULTICULTURAL CLASSROOM
SANDERS, JA
WISEMAN, RL
COMMUNICATION EDUCATION, 1990, 39 (04) : 341 - 353

← 1 2 →