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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 13 apprehension and interest in learning with TV, r (227) = .14, p = .042. This indicates that students with high communication apprehension are slightly more interested in TV learning environment. Other than this small correlation, interest in mediated learning was not related to either oral or writing communication apprehension. Table 1 Correlation Between Learning Environment and Communication Apprehension (N = 227) small class Large class TV Internet Com apprehension Large class -.37** TV .09 .01 Internet .17* .05 .51** Com apprehension -.10 .07 .14* .02 Writing apprehension -.08 -.05 .08 -.02 .23** Note. *p < .05. **p < .01. Extra-class Communication All forms of extra-class communication were found to be related. The frequency of email communication was significantly related to the frequency of before/after class communication, r (227) = .49, p < .01. The frequency of email communication was also found to be significantly related to the frequency of visiting office hours, r (227) = .31, p < .01. Students who often use office hours said that they also communicate with their instructor before or after class, r (227) = .49, p < .01. These results suggest that students who would like to communicate with their instructors tend to utilize all possible means that are available to them. Then, are such students characterized as having low

Authors: Sugiyama, Satomi.
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Mediated instructional communication 13
apprehension and interest in learning with TV, r (227) = .14, p = .042. This indicates that
students with high communication apprehension are slightly more interested in TV
learning environment. Other than this small correlation, interest in mediated learning was
not related to either oral or writing communication apprehension.
Table 1
Correlation Between Learning Environment and Communication Apprehension (N =
227)
small class
Large class
TV Internet
Com apprehension
Large class
-.37**
TV
.09 .01
Internet .17*
.05
.51**
Com apprehension
-.10
.07
.14*
.02
Writing apprehension
-.08 -.05 .08
-.02
.23**
Note. *p < .05. **p < .01.

Extra-class Communication
All forms of extra-class communication were found to be related. The frequency
of email communication was significantly related to the frequency of before/after class
communication, r (227) = .49, p < .01. The frequency of email communication was also
found to be significantly related to the frequency of visiting office hours, r (227) = .31, p
< .01. Students who often use office hours said that they also communicate with their
instructor before or after class, r (227) = .49, p < .01. These results suggest that students
who would like to communicate with their instructors tend to utilize all possible means
that are available to them. Then, are such students characterized as having low


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