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Exploration of instructional communication environment: Mediated communication and communication apprehension

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Abstract:

As technologically mediated communication prevails in our daily life, it has come to play a significant role in instructional communication. The present research explored technologically-mediated instructional communication in relation to oral and writing communication apprehension. Two research questions were formulated: one regarding student’s attitudes toward the use of media as part of an “in-class” learning environment, and the other regarding student’s use of media as an extra-class communication. The survey results indicated that neither oral nor writing communication apprehension were related to a student’s preference for learning environment (face-to-face small class, face-to-face large class, Internet, TV), although high oral communication apprehension was related to the preference for learning via TV. The results also suggested that students with low oral communication apprehension were more likely to communicate with their instructor outside of the classroom by various means regardless of the medium. Implication of the results were discussed.

Most Common Document Word Stems:

communic (193), apprehens (100), student (93), class (67), mediat (47), learn (46), write (43), environ (41), instructor (39), use (37), instruct (36), oral (36), email (31), research (22), extra (22), relat (22), m (21), extra-class (20), interact (19), p (19), sd (19),

Author's Keywords:

instructional communication, technology, communication apprehension
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Name: International Communication Association
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http://www.icahdq.org


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MLA Citation:

Sugiyama, Satomi. "Exploration of instructional communication environment: Mediated communication and communication apprehension" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p111700_index.html>

APA Citation:

Sugiyama, S. , 2003-05-27 "Exploration of instructional communication environment: Mediated communication and communication apprehension" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p111700_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: As technologically mediated communication prevails in our daily life, it has come to play a significant role in instructional communication. The present research explored technologically-mediated instructional communication in relation to oral and writing communication apprehension. Two research questions were formulated: one regarding student’s attitudes toward the use of media as part of an “in-class” learning environment, and the other regarding student’s use of media as an extra-class communication. The survey results indicated that neither oral nor writing communication apprehension were related to a student’s preference for learning environment (face-to-face small class, face-to-face large class, Internet, TV), although high oral communication apprehension was related to the preference for learning via TV. The results also suggested that students with low oral communication apprehension were more likely to communicate with their instructor outside of the classroom by various means regardless of the medium. Implication of the results were discussed.

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Document Type: .PDF
Page count: 19
Word count: 3947
Text sample:
Mediated instructional communication 1 Exploration of instructional communication environments: Mediated communication and communication apprehension Abstract As technologically mediated communication prevails in our daily life it has come to play a significant role in instructional communication. The present research explored technologically-mediated instructional communication in relation to oral and writing communication apprehension. Two research questions were formulated: one regarding student’s attitudes toward the use of media as part of an “in-class” learning environment and the other regarding student’s use of media
in classroom dynamics. In J. A. Daly G. W. Friedrich & A. L. Vangelisti (Eds.) Teaching Communication: Theory Research and Method (pp. 207-221). Hillsdale NJ: Lawrence Erlbaum Associates. Mediated instructional communication 19 Harris J. B. & Grandgenett (1996). Correlates among teachers’ anxieties demographics and telecomputing activity. Journal of Research on Computing in Education 28 300-317. McCroskey J. C. (1982). An introduction to rhetorical communication (4th ed.). Englewood Cliffs NJ: Prentice Hall. Richmond V. P. (1984). Implication of quietness: some


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