“Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom
“Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom
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“课外”沟通：课堂外师生互动的频率、即时性、自我披露和满意度
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发表时间：
1994
期刊：
影响因子：
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通讯作者：
David S. Fusani
中科院分区：
文献类型：
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作者：
David S. Fusani
摘要虽然数百项研究调查了高等教育中的课堂交流，但很少有研究评估学生与教师在课堂外的互动。本研究探讨学生和教师对“课外”交流的看法。实质性差异被认为是四个类别：频率，内容（自我披露和任务导向），即时性和满意度。由于没有工具存在专门测量这种通信，学生和教师的平行库存创建使用ECC的背景下。选择了一所社区学院来测试清单的有效性，并得出初步结论。数据进行组内单变量分析的所有项目的所有因素;相关性，回归分析，和MANOVA的汇总变量;和组间比较的个人和汇总变量的基础上，学生或教师的状态匹配。结果发现，不同身份、性别、年龄、在校年限、专业、学历、学历、性别、年龄、性别、性别
Abstract Although hundreds of studies investigate in‐class communication in higher education, few assess student‐faculty interaction outside the classroom. This study explores students’ and instructors’ perceptions of “extra‐classroom” communication (ECC). Substantive differences are posited in four categories: frequency, content (self‐disclosure and task‐orientation), immediacy, and satisfaction. Since no instrument existed to measure such communication exclusively, parallel inventories for students and faculty were created using the ECC context. A community college was selected to test the efficacy of the inventories and to generate preliminary findings. Data were subjected to within group univariate analysis of all items by all factors; correlation, regression analysis, and MANOVA of summary variables; and matched between group comparisons of both individual and summary variables based on student or faculty status. Significant differences were found relative to status, sex, age, years in college, major...