Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses

Autor/in	Carr, Caleb T.
Titel	Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses
Quelle	In: Journal of Asynchronous Learning Networks, 18 (2014) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Influences; Communication (Thought Transfer); Structural Equation Models; Online Courses; Conventional Instruction; Student Surveys; Grades (Scholastic); Effect Size; Hypothesis Testing; Teacher Influence; Teaching Methods; Interpersonal Communication; Identification (Psychology); Cognitive Development; Undergraduate Students; Online Surveys; Likert Scales; Credibility; Student Attitudes; Cognitive Processes; Prediction; Goodness of Fit; Affective Behavior; Educational Technology + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Communication; thought; Kommunikation; Gedanke; Online course; Online-Kurs; Schülerbefragung; Notenspiegel; Hypothesenprüfung; Hypothesentest; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Kognitive Entwicklung; Likert-Skala; Glaubwürdigkeit; Schülerverhalten; Cognitive process; Kognitiver Prozess; Vorhersage; Affective disturbance; Active behaviour; Affektive Störung; Unterrichtsmedien
Abstract	This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication and perceptions, and survey responses were subjected to structural equation modeling to predict each respondent's final course grade and educational affect. Results provide mixed support for Carr et al.'s [1] communicative influence in education model (CIEM), with strong and significant effects identified only for online courses. While hypotheses regarding the mediating effects of instructor credibility and social identification with colearners were rejected, direct effects of course modality on these variables were identified. Findings are discussed with respect to differences in online and offline communication, online and offline courses, and implications for educators and institutions. (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10