Literaturnachweis - Detailanzeige
| Autor/inn/en | Comadena, Mark E.; Semlak, William D. |
|---|---|
| Titel | A Comparative Study of the Classroom Communication Behaviors Adult Learners and Traditional Undergraduate Students Associate with Teacher Effectiveness. |
| Quelle | (1994), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Communication; Communication Research; Communication Skills; Higher Education; Nontraditional Students; Student Needs; Teacher Effectiveness; Teacher Evaluation; Teacher Student Relationship; Undergraduate Students |
| Abstract | A study looked into what classroom communication behaviors adult learners and traditional undergraduate students associate with teacher effectiveness. Subjects for the study were 155 traditional and 95 adult learners at a large midwestern university. They were administered one of two questionnaires which differed on only one question: some were asked to discuss the best teacher they ever had and others were asked to discuss the worst. The questionnaire was designed to report the nonverbal immediacy, use of humor, use of narratives, and use of self-disclosures of that instructor on Likert-type statements with 5-point response options. While adult and traditional college students did not differ in their evaluations of the nonverbal immediacy of their worst teacher, they did differ in their evaluations of their best teachers. Traditional undergraduates rated their best teacher as more nonverbally immediate than did adult students. However, ratings of the use of humor, narratives and self-disclosures did not differ for the two groups significantly. Also, in some respects the results concur with an earlier study by Comadena (1991). In that project, a significant positive relationship between the use of referent power and teacher effectiveness was observed for traditional students, whereas no significant relationship was observed for adult learners. (A table of data is included; 10 references are attached.) (Author/TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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