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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 16 but he examined email communication among students instead of between student and instructor. He argues that the private and personal nature of email communication could be a possible explanation for this finding. Since it has become an essential form of instructional communication, it would be worthwhile to investigate in detail how students perceive email communication with their instructors. Although many students utilize email communication, students with high oral communication apprehension do not seem to use other opportunities to communicate with their instructors outside of class. The correlation between oral communication apprehension and writing apprehension suggests that some students are neither comfortable talking with nor writing to their instructors. This would mean that the communication media do not assist students with high levels of communication apprehension in interacting without anxiety. Further research in this regard may prove useful for creating a better instructional communication environment. The findings are useful for understanding the role of communication apprehension and writing apprehension in mediated learning environments, but there are some limitations. First, the sample was fairly limited since students were all recruited from a large lecture-type class. This might have influenced their response to questions about learning preference. However, the sample includes students who had no choice in the matter of class size since the course was required for the major, which seems to make the sample reasonably appropriate for the study. Second, the attitude toward learning environments was only measured with a fairy general and hypothetical situation. The student attitudes may have differed depending on the subject matter. Some more probing questions may help to better understand this aspect.

Authors: Sugiyama, Satomi.
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Mediated instructional communication 16
but he examined email communication among students instead of between student and
instructor. He argues that the private and personal nature of email communication could
be a possible explanation for this finding. Since it has become an essential form of
instructional communication, it would be worthwhile to investigate in detail how students
perceive email communication with their instructors.
Although many students utilize email communication, students with high oral
communication apprehension do not seem to use other opportunities to communicate
with their instructors outside of class. The correlation between oral communication
apprehension and writing apprehension suggests that some students are neither
comfortable talking with nor writing to their instructors. This would mean that the
communication media do not assist students with high levels of communication
apprehension in interacting without anxiety. Further research in this regard may prove
useful for creating a better instructional communication environment.
The findings are useful for understanding the role of communication apprehension
and writing apprehension in mediated learning environments, but there are some
limitations. First, the sample was fairly limited since students were all recruited from a
large lecture-type class. This might have influenced their response to questions about
learning preference. However, the sample includes students who had no choice in the
matter of class size since the course was required for the major, which seems to make the
sample reasonably appropriate for the study. Second, the attitude toward learning
environments was only measured with a fairy general and hypothetical situation. The
student attitudes may have differed depending on the subject matter. Some more probing
questions may help to better understand this aspect.


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