Learner-to-Learner: Refocusing the Lens of Educational Immediacy

Description:

As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.

Creator(s): Keller, Christine Ida
Creation Date: May 2009
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Total Uses: 242
Past 30 days: 4
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2009
Description:

As the current body of instructional communication research focuses primarily on the relationship between teacher and learner, three studies investigating the relationship between learners were completed in order to better understand how student motivation and learning are influenced by learner-to-learner immediacy behaviors within the college classroom environment. Study I resulted in an extensive list of both positive and negative verbal and nonverbal immediacy behaviors commonly used by learners. Study II required the comparison of the behaviors identified in study one to existing measures of teacher to learner immediacy behaviors, producing a new measure focusing on learner-to-learner immediacy. Following a pilot survey, the reliability of this new measure was determined through face validity and factor analysis, producing the Learner-to-Learner Immediacy Behavior Scale. In Study III, the Learner-to-Learner Immediacy Behavior Scale was combined with Christophel's 1990 Immediacy Behavior Scale, Cognitive Learning Scale, Affective Learning Scale, and Trait and State Motivation Scales and administered to 273 undergraduate students to test the affects of common learner-to-learner immediacy behaviors on student state motivation, affective learning, and perceptions of cognitive learning loss. Multiple regression analyses indicated learner-to-learner immediacy as functioning similarly to teacher-to-student immediacy when mediated through state motivation in its influence on student affective learning and perceptions of cognitive learning loss.

Degree:
Level: Master's
Language(s):
Subject(s):
Keyword(s): Immediacy | collaborative learning | teacher | student | student motivation and learning
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 663891182 |
  • UNTCAT: b3856039 |
  • ARK: ark:/67531/metadc28372
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Keller, Christine Ida
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.