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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 12 writing apprehension was found to be correlated, r (227) = .23, p < .01. It seems that some students feel uncomfortable in communicating regardless of oral or written form. Figure 2 Correlation between oral communication apprehension and writing apprehension oral com apprehension 120 100 80 60 40 20 w ritin g a p p re h e n s io n 140 120 100 80 60 40 20 Preference for learning environment and media The relationships among different variables were examined. There were several significant results. First, not surprisingly, preference for large-size class and preference for small-size class was negatively correlated, r (227) = -.37, p < .01. Interestingly, students who exhibited interest in learning via TV were also interested in learning via Internet, r (227) = .51, p < .01. This result suggests that a student who has positive attitudes toward technologically mediated learning is interested in mediated learning environments regardless of the type of medium or the degree of interaction with instructor that a medium provides. As for the relationship between communication apprehension and preference in learning environment, small correlation was found between oral communication

Authors: Sugiyama, Satomi.
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Mediated instructional communication 12
writing apprehension was found to be correlated, r (227) = .23, p < .01. It seems that
some students feel uncomfortable in communicating regardless of oral or written form.
Figure 2
Correlation between oral communication apprehension and writing apprehension
oral com apprehension
120
100
80
60
40
20
w
r
i
t
i
n
g
a
p
p
r
e
h
e
n
s
i
o
n
140
120
100
80
60
40
20
Preference for learning environment and media
The relationships among different variables were examined. There were several
significant results. First, not surprisingly, preference for large-size class and preference
for small-size class was negatively correlated, r (227) = -.37, p < .01. Interestingly,
students who exhibited interest in learning via TV were also interested in learning via
Internet, r (227) = .51, p < .01. This result suggests that a student who has positive
attitudes toward technologically mediated learning is interested in mediated learning
environments regardless of the type of medium or the degree of interaction with
instructor that a medium provides.
As for the relationship between communication apprehension and preference in
learning environment, small correlation was found between oral communication


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