Interactive television instructors' perceptions of students' nonverbal responsiveness and their influence on distance teaching

• Published in: Communication education Vol. 49; no. 2; pp. 146 - 164
• Main Author: Mottet, Timothy P.
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis Group 01.04.2000; Taylor & Francis Ltd
• Subjects: Classrooms; Communication Research; Cues; Delivery Systems; Distance Education; Distance learning; Distance Teaching; Educational Television; Higher Education; Interactive Television Instruction; Interactive Video; Interpersonal communication; Interpersonal Relationship; National Surveys; Nontraditional Education; Nonverbal Communication; Nonverbal Responsiveness; Perceptions; Social Environment; State Surveys; Student Attitudes; Student Motivation; Student Perceptions; Student Reaction; Students; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Teacher Student Relationship; Teacher-Student Interpersonal Relationships; Teachers; Teaching Effectiveness; Teaching Satisfaction; Television Teachers
• ISSN: 0363-4523; 1479-5795
• DOI: 10.1080/03634520009379202

The objective of this study was to examine the relationships between interactive television instructors' perceptions of students' nonverbal responsiveness and the influence of these perceptions on distance teaching. The study yielded three general conclusions. First, interactive television instructors' perceptions of students' nonverbal responsiveness are positively related to their impressions of students, their perceptions of their teaching effectiveness and satisfaction, their perceptions of teacher-student interpersonal relationships, and their preference for teaching in the interactive television classroom as opposed to the face-to-face classroom. The second conclusion is that instructors' perceptions of students' nonverbal responsiveness and the various teaching process variables are significantly higher in the traditional face-to-face classroom than in the interactive television classroom. The third conclusion is that receiving both visual and audible nonverbal cues via two-way audio/video versus two-way audio/one-way video delivery systems increase positive perceptions of both students and the distance teaching process.