Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact

This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachabil...

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Autores principales:	Catherine F. Brooks, Stacy L. Young
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	out-of-class communication (OCC) extra-class communication (ECC) computer-mediated communication teacher approachability hybrid education online teaching Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ae4b95d19d0b42b8a39a892482ac5880
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spelling	oai:doaj.org-article:ae4b95d19d0b42b8a39a892482ac58802021-12-02T18:03:01ZExploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact10.19173/irrodl.v17i5.25611492-3831https://doaj.org/article/ae4b95d19d0b42b8a39a892482ac58802016-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2561https://doaj.org/toc/1492-3831This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education. Catherine F. BrooksStacy L. YoungAthabasca University Pressarticleout-of-class communication (OCC)extra-class communication (ECC)computer-mediated communicationteacher approachabilityhybrid educationonline teachingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 5 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	out-of-class communication (OCC) extra-class communication (ECC) computer-mediated communication teacher approachability hybrid education online teaching Special aspects of education LC8-6691
spellingShingle	out-of-class communication (OCC) extra-class communication (ECC) computer-mediated communication teacher approachability hybrid education online teaching Special aspects of education LC8-6691 Catherine F. Brooks Stacy L. Young Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
description	This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education.
format	article
author	Catherine F. Brooks Stacy L. Young
author_facet	Catherine F. Brooks Stacy L. Young
author_sort	Catherine F. Brooks
title	Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
title_short	Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
title_full	Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
title_fullStr	Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
title_full_unstemmed	Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
title_sort	exploring communication and course format: conversation frequency and duration, student motives, and perceived teacher approachability for out-of-class contact
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/ae4b95d19d0b42b8a39a892482ac5880
work_keys_str_mv	AT catherinefbrooks exploringcommunicationandcourseformatconversationfrequencyanddurationstudentmotivesandperceivedteacherapproachabilityforoutofclasscontact AT stacylyoung exploringcommunicationandcourseformatconversationfrequencyanddurationstudentmotivesandperceivedteacherapproachabilityforoutofclasscontact
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Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact

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