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Title:
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TEXT MESSAGING FOR OUT-OF-CLASS COMMUNICATION: IMPACT ON AFFECTIVE LEARNING |
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Author(s):
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Paul Hayes, Stephan Weibelzahl, Tim Hall |
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ISBN:
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978-972-8939-81-6 |
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Editors:
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Inmaculada Arnedillo Sánchez and Pedro Isaías |
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Year:
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2013 |
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Edition:
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Single |
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Keywords:
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Text, message, immediacy, affective, learning |
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Type:
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Full Paper |
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First Page:
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59 |
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Last Page:
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66 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Learning in the affective domain includes the manner by which people deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes. While out-of-class communication between instructors and students can impact all types of student learning it has its greatest impact on student affective learning. One of the primary reasons for this is that the out-of-class communication enhances student perception of instructor immediacy. Immediacy is defined as behaviour which increases psychological closeness between communicators. Research studies in instructional communication suggest that enhanced instructor immediacy is linked to more positive student-instructor relationships engendering positive attitudes, increased interest and motivation by students as well as improved attendance, retention, engagement and learning. A year-long research study was conducted into the use of text messaging for out-of-class communication and its effects on student perception of instructor immediacy. Both quantitative measures of immediacy and qualitative feedback from students show that the instructor is perceived as closer, more approachable and responsive when text messaging services are offered. The student feedback also reveals that the use of text messaging has other positive effects on student affective learning, including enhanced motivation and engagement. |
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