In this study, we extend previous work on instructors' use of technology by examining how students' perceptions of teacher credibility and affective experience differ depending on how frequently instructors use two common forms of instructional technology: PowerPoint, which is typically used "inside" the classroom; and email, which is…

In this study, we examined the relationship between perceived technology policies and perceived teacher credibility, as well as the extent to which teachers' use of power bases mediates this association. Participants included 294 undergraduate students from a private university in the Southwest. Results revealed that policies encouraging…

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

Given recent questions regarding the construct validity of Cahn and Shulman's Feelings of Understanding/Misunderstanding scale, two studies were conducted to develop a low-inference, behavioral measure of students' perceived understanding in the college classroom. In Study One (N = 265), a pilot inventory was developed to measure students'…

This meta-analysis reviews the findings of 51 studies (N = 14,378) examining the associations among teacher credibility, teacher behaviors, and student outcomes. When all three dimensions of credibility are considered collectively (i.e., competence, trustworthiness, and caring), the cumulative evidence indicates a moderate, meaningful relationship…