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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 14 communication apprehension? In fact, oral communication apprehension was found to be negatively correlated to frequency of email communication, before or after class communication, and communication during office hours. This illustrated that students with low communication apprehension were more likely to communicate with their instructor outside of the classroom by various means. However, writing apprehension was not significantly correlated to any of the extra-class communication. Table 2 Correlations between extra-class communication and communication apprehension (N=227) Email Before/after class Office hours Oral CA Before/after class .49** Office hours .31** .49** Oral CA -.24** -.25** -.23** Writing apprehension -.08 -.08 .02 .23** Note. *p < .05. **p < .01. Discussion As for the first research question concerning the attitudes toward learning environment including media use, neither oral nor writing communication apprehension was found to be an important factor. This implies that communication apprehension may not be a factor for potentially choosing to learn via media without any face-to-face interaction with instructors. In fact, interest in learning via Internet was found to be related to email extra-class interaction with instructors, r (227) = .16, p = .01.

Authors: Sugiyama, Satomi.
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Mediated instructional communication 14
communication apprehension? In fact, oral communication apprehension was found to
be negatively correlated to frequency of email communication, before or after class
communication, and communication during office hours. This illustrated that students
with low communication apprehension were more likely to communicate with their
instructor outside of the classroom by various means. However, writing apprehension
was not significantly correlated to any of the extra-class communication.
Table 2
Correlations between extra-class communication and communication apprehension
(N=227)
Email Before/after
class
Office hours
Oral CA
Before/after class
.49**
Office hours
.31**
.49**
Oral CA
-.24** -.25** -.23**
Writing apprehension
-.08 -.08
.02
.23**
Note. *p < .05. **p < .01.
Discussion
As for the first research question concerning the attitudes toward learning
environment including media use, neither oral nor writing communication apprehension
was found to be an important factor. This implies that communication apprehension may
not be a factor for potentially choosing to learn via media without any face-to-face
interaction with instructors. In fact, interest in learning via Internet was found to be
related to email extra-class interaction with instructors, r (227) = .16, p = .01.


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