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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 7 As for the second question, the prevalence of email communication has made student-instructor communication available even when the class does not meet. Although this medium of communication is rather easily available to students, how often this medium of communication is used and by what kinds of students is something that has yet to be well documented. Given the importance of extra-class communication and the lesser extent of research on this issue (Fusai, 1994), it seems to be significant to explore what kind of students tend to engage in extra-class communication as well as the environment for that communication (e.g., office hours, before/after class, email). For this question too, communication apprehension seems to be an essential factor. How are oral communication apprehension and writing apprehension related to student’s extra- class communication with their instructor in terms of frequency of extra-class communication and avenue for that communication (e.g., office hours, before/after class, email)? Method Participants Students who were enrolled in an introductory communication class at a large northeastern state university were recruited in Spring 2002. Participation was completely voluntary and anonymous. A total of 256 students participated in the survey. As a result of eliminating uncompleted survey responses and outliers (implausible responses), 227 cases were used in the data analysis. Among them, 80 participants were male and 147 were female. Over 95% of participants could be considered as traditional undergraduate students (below 22 years old).

Authors: Sugiyama, Satomi.
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Mediated instructional communication 7
As for the second question, the prevalence of email communication has made
student-instructor communication available even when the class does not meet. Although
this medium of communication is rather easily available to students, how often this
medium of communication is used and by what kinds of students is something that has
yet to be well documented. Given the importance of extra-class communication and the
lesser extent of research on this issue (Fusai, 1994), it seems to be significant to explore
what kind of students tend to engage in extra-class communication as well as the
environment for that communication (e.g., office hours, before/after class, email). For
this question too, communication apprehension seems to be an essential factor. How are
oral communication apprehension and writing apprehension related to student’s extra-
class communication with their instructor in terms of frequency of extra-class
communication and avenue for that communication (e.g., office hours, before/after class,
email)?
Method
Participants
Students who were enrolled in an introductory communication class at a large
northeastern state university were recruited in Spring 2002. Participation was completely
voluntary and anonymous. A total of 256 students participated in the survey. As a result
of eliminating uncompleted survey responses and outliers (implausible responses), 227
cases were used in the data analysis. Among them, 80 participants were male and 147
were female. Over 95% of participants could be considered as traditional undergraduate
students (below 22 years old).


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