|Published online: December 9, 2014||$US5.00|
The current study extends previous instructional communication research related to teacher-student interactions both inside and outside the classroom. In particular, previous explorations of college student in-class and out-of-class participation and student’s motives are used to provide a theoretical framework. The primary goal is to determine the extent to which individual students’ differences, related to communication competence and communication self-efficacy, can be used to determine student preferred modality (e.g., face-to-face or email) for communicating with teachers. A 2 (self-efficacy: high and low) X 2 (communication competence: high and low) between-subjects factorial design revealed that the main effects for both self-efficacy and communication competence is bound by communication modality. Additional results, limitations, and future directions are discussed.
|Keywords:||Student Motives, Email, Instructional Communication, Student Perceptions|
The International Journal of Learning in Higher Education, Volume 21, Issue 1, December 2014, pp.7-25. Article: Print (Spiral Bound). Published online: December 9, 2014 (Article: Electronic (PDF File; 794.502KB)).
Director of iNET, School of Journalism & Telecommunications, University of Kentucky, Lexington, Kentucky, USA
Associate Professor, School of Journalism & Telecommunications, University of Kentucky, Lexington, Kentucky, USA