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Communication Research Reports Volume 9, 1992 - Issue 1
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Instructional and applied contexts

Communicator style and teacher effectiveness: Adult learners versus traditional undergraduate studentsFootnote1

Mark E. Comadena Professor in the Department of Communication, Illinois State University,
,
William D. Semlak Professor in the Department of Communication, Illinois State University,
&
Marcia D. Escott Director of Adult Learning in the College of Continuing Education & Public Service, Illinois State University, Normal, IL, 61761
Pages 55-63 | Published online: 06 Jun 2009

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Sara LaBelle, MatthewM. Martin & Keith Weber. (2013) Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework. Communication Education 62:2, pages 169-190.
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Marian L. Houser. (2005) Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students. Communication Quarterly 53:2, pages 213-228.
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ScottA. Myers, TimothyP. Mottet & MatthewM. Martin. (2000) The relationship between student communication motives and perceived instructor communicator style. Communication Research Reports 17:2, pages 161-170.
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MichaelW. Shelton, DerekR. Lane & EnidS. Waldhart. (1999) Defining rules and roles in instructional contexts: A preliminary assessment of student perceptions. Communication Research Reports 16:4, pages 403-412.
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