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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 6 communication apprehension responds to a setting and creates a particular learning environment. And that degree of interaction available is one of the important factors in considering a particular medium. In the context of instructional communication, face-to-face communication, mediated communication via computer, or mediated communication via TV each exhibits different degrees of interaction between student and instructor. Thus, different communication media can contribute to the type of instructional communication environment that student and instructor create. So that just as small-size classes and large-size classes offer a different degree of interaction among students as well as between student and instructor, computer-mediated learning and TV-mediated learning offer different degrees of interaction when introduced into a class structure. Research questions Based on the literature reviewed, two research questions were formulated: one regarding the use of media as a part of “in-class” learning environment, and the other regarding its use as an extra-class communication. More specifically, the first question was concerned with the relationship between communication apprehension and student’s preference for a given learning environment including mediated communication. As discussed earlier, past literature suggests that students with low oral communication apprehension prefer a small-size class where many interactions take place, while students with high oral communication apprehension tend to avoid such a class. When various mediated communication tools are available for students to choose, how do these new environments participate in the existing relationship?

Authors: Sugiyama, Satomi.
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Mediated instructional communication 6
communication apprehension responds to a setting and creates a particular learning
environment. And that degree of interaction available is one of the important factors in
considering a particular medium.
In the context of instructional communication, face-to-face communication,
mediated communication via computer, or mediated communication via TV each exhibits
different degrees of interaction between student and instructor. Thus, different
communication media can contribute to the type of instructional communication
environment that student and instructor create. So that just as small-size classes and
large-size classes offer a different degree of interaction among students as well as
between student and instructor, computer-mediated learning and TV-mediated learning
offer different degrees of interaction when introduced into a class structure.
Research questions
Based on the literature reviewed, two research questions were formulated: one
regarding the use of media as a part of “in-class” learning environment, and the other
regarding its use as an extra-class communication. More specifically, the first question
was concerned with the relationship between communication apprehension and student’s
preference for a given learning environment including mediated communication. As
discussed earlier, past literature suggests that students with low oral communication
apprehension prefer a small-size class where many interactions take place, while students
with high oral communication apprehension tend to avoid such a class. When various
mediated communication tools are available for students to choose, how do these new
environments participate in the existing relationship?


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