This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…

This investigation tests Wittrock's generative learning model as an explanation for the positive relationship found between quizzing and student performance in a number of studies. Results support the theory, suggesting that quizzes structured to include multiple levels of Bloom, Engelhart, Furst, Hill and Krathwohl's (1956) taxonomy, and thereby…

The purpose of this study was to conduct a cross-cultural test of three U.S.-based immediacy--learning models and to compare a proposed integrating model with the existing models in Chinese classrooms. The findings suggested that the affective learning model provided a better fit than the learning model, which had a better fit than the motivation…