The Relationships Between Teacher Nonverbal Immediacy and Student Course Workload and Teacher Availability Expectations

Abstract

The purpose of this study is to identify student expectations for course workload and teacher availability and to assess whether teacher nonverbal immediacy influences these student expectations. Based on a sample of 198 students at a large public university enrolled in a required general education hybrid communication course, students were willing to complete more work than the current course requires, which is comparable to other general education hybrid communication courses in the USA. Additionally, students have moderate to high expectations for teacher availability. Student perceptions of teacher nonverbal immediacy were positively correlated with students’ willingness to engage in their learning (reading, writing, speaking), teacher availability expectations, and tolerance for teacher unavailability.

Keywords:

• Teacher Immediacy
• Course Workload Expectation
• Teacher Available Expectation
• Course Workload Demands

Additional information

Notes on contributors

Timothy P. Mottet

Timothy P. Mottet (EdD, West Virginia University, 1998) is Associate Professor

Jessica Parker-Raley

Jessica Parker-Raley (MA, Texas State University-San Marcos, 2004) is a Doctoral Student in Communication Studies at the University of Texas, Austin, Texas, USA

Cory Cunningham

Cory Cunningham (MA, Texas State University-San Marcos, 2004) is a Doctoral Student in Communication Studies at the University of Oklahoma, Norman, Oklahoma, USA

Steven A. Beebe

Steven A. Beebe (PhD, University of Missouri, 1976) is Professor and Chair of Communication Studies at Texas State University, San Marcos, TX 78666, USA