This thesis explored the relationships among three communication variables in college-level instruction: students' expectancy about teachers' nonverbal immediacy, students' actual perceptions of teachers' nonverbal immediacy, and students' affective learning. Community college students enrolled in either distance learning or a traditional classroom course completed pre-course and mid-course questionnaires to indicate their expectations and observations of the nonverbal immediacy behaviors of their teachers. Analysis showed that students expected and perceived less nonverbal immediacy from tele-course teachers than from on-site teachers, but that perceptions significantly exceeded expectations. Research findings indicated that students' expectancies about teachers' nonverbal immediacy may influence the measurement of affective learning.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278415 |
| Date | 07 1900 |
| Creators | Witt, Paul L. |
| Contributors | Wheeless, Lawrence R., Lumsden, D. Barry, Rhea, Jill |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 128 leaves: ill., Text |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Witt, Paul L. |
Page generated in 0.0024 seconds