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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Cat In The Classroom: Understanding Instructor Behavior And Student Perceptions Through Communication Accommodation Theory, Terrell Kody Frey
Cat In The Classroom: Understanding Instructor Behavior And Student Perceptions Through Communication Accommodation Theory, Terrell Kody Frey
Theses and Dissertations--Communication
Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and …
Exploring The Influence Of Students' Perceptions Of Instructional Message Content Relevance And Experienced Cognitive Load On Students' Cognitive Learning, Benson T. Sexton
Exploring The Influence Of Students' Perceptions Of Instructional Message Content Relevance And Experienced Cognitive Load On Students' Cognitive Learning, Benson T. Sexton
Theses and Dissertations--Communication
Connecting the relevance of course content to students’ lives has been a learning strategy for decades. In educational psychology, Keller (1983) suggested content relevance to be a component within the ARCS model to motivate students toward learning behaviors. Within instructional communication research, Frymier and Shulman (1995) argued that students enter classrooms with the expectation that they will understand the connection between the content and their lives. Specifically, students want to know why they are taking a course and how it impacts their interests, needs, and professional goals (Frymier, 2001). In both education and instructional communication literature, teacher content relevance strategies …