Results 251 to 260 of about 402,130 (300)
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Communication Research Reports, 2010
The purpose of this study was to examine the extent to which student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) were associated with perceived instructor misbehaviors (i.e., incompetence, indolence, and offensiveness).
Alan K. Goodboy +2 more
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The purpose of this study was to examine the extent to which student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) were associated with perceived instructor misbehaviors (i.e., incompetence, indolence, and offensiveness).
Alan K. Goodboy +2 more
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Student–instructor communication: The role of email
Computers & Education, 2006We report on the use of email lists as a supplement to teaching. We argue that email lists can provide a valuable students-instructor communication channel and describe the process of setting up and managing such lists. A case study of email messages exchanged in an introductory operations research course is also included.
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Communication apprehension: Resources for the instructor
Communication Education, 1982This essay provides practical information for those interested in implementing a communication apprehension program. It consists of three parts: Part I is a description of twenty‐four communication programs; Part II is a glossary of various methods used to treat communication apprehension; and Part III is a classified bibliography, arranged by ...
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Student Motives for Communicating with Instructors as a Function of Perceived Instructor Power Use
Communication Research Reports, 2011The purpose of this study was to examine the perceived use of instructor power bases (i.e., reward, coercive, referent, legitimate, and expert) in association with student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) in the college classroom. Participants were 244 students who
Alan K. Goodboy, San Bolkan
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Communication Education, 2002
The purpose of this study was to explore how student motives to communicate (i.e., relational, functional, participatory, excuse making, sycophantic) with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation.
Scott Myers +2 more
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The purpose of this study was to explore how student motives to communicate (i.e., relational, functional, participatory, excuse making, sycophantic) with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation.
Scott Myers +2 more
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Students' Communication Traits and Their Out-of-Class Communication with Their Instructors
Communication Research Reports, 2006Visits during office hours, conversations before or after class, and informal meetings on campus are regarded as out-of-class communication (OCC). This study looked at the relationship between students' communication traits and their OCC with their instructors.
Matthew M. Martin, Scott A. Myers
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Teaching Styles of Community College Instructors
American Journal of Distance Education, 2007This study examined the teaching styles of online instructors at Florida's 28 community colleges in an effort to determine if the instructors had adopted the learner–centered model touted in the literature. The Principles of Adult Learning Scale was the primary instrument used to collect data from 292 online instructors.
Karinda R. Barrett +2 more
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Students' Communicative Attributes and Their Out-of-Class Communication With Instructors
Atlantic Journal of Communication, 2012This study explored the relationship between students' communicative attributes (i.e., argumentativeness, assertiveness, Machiavellianism, and verbal aggressiveness) and their out-of-class communication with instructors. Undergraduate students (N = 245) completed a series of self-report measures.
Daniel H. Mansson +2 more
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Communication Education, 2003
Encouraging students to think critically often requires instructors to challenge their students in classroom discussion. It is crucial, however, that instructors adopt argumentative stances toward their students without veering into aggression. This investigation explored associations among student perceptions of instructor aggressive communication ...
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Encouraging students to think critically often requires instructors to challenge their students in classroom discussion. It is crucial, however, that instructors adopt argumentative stances toward their students without veering into aggression. This investigation explored associations among student perceptions of instructor aggressive communication ...
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A Day in the Life of a Community Health Instructor
Home Healthcare Now, 2021Judith, Bonaduce, Audrey, Hogan
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