Teacher Technology Policies and Online Communication Apprehension as Predictors of Learner Empowerment

Abstract

In this study, we investigated the association between instructor technology use policies and learner empowerment. Specifically, we employed Turman and Schrodt's principle of moderation, predicting that learner empowerment would be highest when instructors moderately encourage course-relevant technology use and moderately discourage nonrelevant use. Results instead indicated a positive linear association between encouraging policies and learner empowerment, and a curvilinear effect for discouraging policies (with learner empowerment lowest at a moderate level of such policies). Apprehension about communicating online moderated the association between discouraging policies and learner empowerment. One implication of these results is that students expect course-relevant technology access yet also desire teacher clarity regarding permissible technology use in the classroom. Students apprehensive about technology may especially value such clarity.

Keywords:

• Technology Policies
• Learner Empowerment
• Communication Apprehension
• Computer-Mediated Communication

Additional information

Notes on contributors

Andrew M. Ledbetter

Andrew M. Ledbetter (Ph.D., University of Kansas) is a associate professor in the Department of Communication Studies at Texas Christian University

Amber N. Finn

Amber N. Finn (Ph.D., University of North Texas) is also a associate professor