Citations (11)
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Read on this site (5)
Molly Dingel & Gemma Punti. (2023) Building faculty-student relationships in higher education. Mentoring & Tutoring: Partnership in Learning 31:1, pages 61-82.
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Brandi Frisby, Nicholas Tatum, Flora Galy-Badenas & Elif Bengu. (2022) Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter. Journal of Intercultural Communication Research 51:1, pages 1-21.
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Jessalyn I. Vallade. (2021) Instructor Misbehavior Frequency, Severity, and Impact on Learning: Comparing Student and Teacher Perceptions. Western Journal of Communication 85:2, pages 275-298.
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Mary Lynn Miller Henningsen, Kathleen S. Valde, Melissa J. Entzminger, Daniel T. Dick & L. Bryan Wilcher. (2019) Student Disclosures about Academic Information: Student Privacy Rules and Boundaries. Communication Reports 32:1, pages 29-42.
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Stacy L. Young, Manuel D. Pulido & Catherine F. Brooks. (2018) Reasons for Student Engagement in Extra-Class Communication. Communication Research Reports 35:2, pages 172-177.
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Articles from other publishers (6)
Kyle R. Vareberg, Olivia Vogt & Maranda Berndt. (2022) Putting your best face forward: How instructor emoji use influences students’ impressions of credibility, immediacy, and liking. Education and Information Technologies.
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Kyle R. Vareberg, Zhenyang Luo, David Westerman, Melissa Bartels & Peter Lindmark. (2020) For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes. The Internet and Higher Education 47, pages 100761.
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Kyle R. Vareberg & David Westerman. (2020) To: -) or to ☺, that is the question: a study of students’ initial impressions of instructors’ paralinguistic cues. Education and Information Technologies 25:5, pages 4501-4516.
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Amir Abd Elhay & Arnon Hershkovitz. (2018) Teachers’ perceptions of out-of-class communication, teacher-student relationship, and classroom environment. Education and Information Technologies 24:1, pages 385-406.
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Phoebe Long & Kristin D. Neff. (2018) Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior. Learning and Individual Differences 67, pages 223-231.
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Clara Akuzike Nkhoma, Susan Thomas, Mathews Zanda Nkhoma, Narumon Sriratanaviriyakul, Trang Huyen Truong & Hung Xuan Vo. (2018) Measuring the impact of out-of-class communication through instant messaging. Education + Training 60:4, pages 318-334.
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