This quasi-experiment examined how incorporating an instructor narrative into teaching augmented students' recall, affect, and sustained attention. One hundred and ninety-four undergraduate students were assigned to one of two teaching conditions in a college classroom: a lecture that included an instructor narrative summarizing the lesson's key…

Guided by self-determination theory, we conducted a live lecture experiment in two 50-min college courses to manipulate autonomy-supportive instruction (i.e., the amount of choices and rationales offered to students). Participants were 201 undergraduate students who either attended a lecture where the instructor gave students choices over the…

This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were…

Research has established that students often consider the delivery of instructor feedback to be a face-threatening event. To minimize the potential negative effects of feedback, verbal and nonverbal face-threat mitigation (FTM) strategies are utilized by instructors. Advances in digital feedback systems, like online documents and learning…

Guided by assumptions from the cognitive-affective theory of learning with media, we conducted a teaching experiment to corroborate past correlational research that suggested instructor misbehaviors, in the form of antagonism toward students, impede students' cognitive learning. Participants were 472 undergraduate students who were randomly…

Three studies (N = 1119) were conducted to replicate and expand upon Kearney, Plax, Hays, and Ivey's seminal research on instructor misbehaviors. In study 1 (n = 233), a replication of Kearney et al.'s study revealed 43 categories of perceived instructor misbehaviors; 27 of the misbehaviors were originally identified by Kearney et al. and 16 new…

To explore the integration of education processes into social media, we tested an initial model of student learning via interactive web tools and theorized three sources of influence: interpersonal, intrapersonal, and masspersonal. Three-hundred thirty-seven students observed an online lecture and then completed a series of scales. Structural…

A live lecture experiment was conducted where teacher confirmation was manipulated (i.e., not confirming, somewhat confirming, confirming) across three college courses. After the lecture, students completed a post test assessing positive (i.e., student communication motives, student participation) and negative (i.e., challenge behaviors)…

Uses scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Indicates that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and…

Investigates the effect of both trait communication apprehension (CA) and anticipated interaction on student recall of instructional messages. Finds that anticipated interaction elicited higher levels of state anxiety in students with high CA, inhibiting their free recall of a lecture. (MS)

The critical viewing curriculum employed in this study helped young children improve their understanding of important dimensions of television commercials. Each of the three instructional approaches (lecture, audiovisual discussion, and role playing) was successful in raising awareness and skepticism about commercials, but the role playing method…

Findings suggest that the Personalized System of Instruction in the introductory speech communication course tends to equal or be more effective than the lecture-recitation format in (1) attitudes toward and satisfaction with the course; (2) academic achievement; (3) alleviating communication apprehension; and (4) growth in communication skills.…