Academic Journal

Students' Attributions of Instructor Credibility as a Function Of Students' Expectations of Instructional Technology Use and Nonverbal Immediacy

التفاصيل البيبلوغرافية
العنوان: Students' Attributions of Instructor Credibility as a Function Of Students' Expectations of Instructional Technology Use and Nonverbal Immediacy
اللغة: English
المؤلفون: Schrodt, Paul, Witt, Paul L.
المصدر: Communication Education. Jan 2006 55(1):1-20.
الاتاحة: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Peer Reviewed: Y
Page Count: 20
تاريخ النشر: 2006
نوع الوثيقة: Journal Articles
Reports - Evaluative
Education Level: Postsecondary Education
Descriptors: Interaction, Educational Technology, Credibility, Instructional Effectiveness, Nonverbal Communication, College Faculty, Student Attitudes, College Students
تدمد: 0363-4523
مستخلص: This study examined the interaction effect of nonverbal immediacy and expected instructional technology use on students' initial reports of instructor credibility. Participants included 549 college students who were randomly assigned to one of eight scenarios depicting first-day class sessions across four levels of technology use and two levels of nonverbal immediacy. A 4 x 2 factorial MANOVA revealed a significant multivariate interaction effect for instructor credibility, as well as significant multivariate main effects for both expected technology use and nonverbal immediacy. Univariate procedures revealed that the interaction effect and both main effects were significant for all three dimensions of instructor credibility. Finally, planned cell comparisons revealed different trends among dimensions of credibility for highly immediate vs. nonimmediate instructors.
Abstractor: Author
Number of References: 44
Entry Date: 2005
URL الوصول: https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=H7XLL41NQQ231M13
رقم الانضمام: EJ721902
قاعدة البيانات: ERIC