Student Perceptions of the Instructor's Relational Characteristics, the Classroom Communication Experience, and the Interaction Involvement in Face-to-Face versus Video Conference Instruction

Abstract

The present study examined student perceptions of the instructor's relational characteristics, classroom communication experience, and interaction involvement in courses taken face-to-face and in a video conference context. MANCOVA results showed significant differences between these contexts, with more negative student ratings of instructor immediacy and receptivity; classroom communication connectedness/mutuality, satisfaction, and quality; and interaction involvement occurring in the video conference classroom context than in the face-to-face context. A path analysis modeled the relationships among these perceptions of instructor characteristics, classroom communication experience, and interaction involvement. Based on this model, suggestions for improving student perceptions of the instructor, classroom communication, and interaction involvement in video conference courses are offered.

Keywords:

• Classroom Experience
• Face–to–face
• Interactivity
• Relational Characteristics
• Video Conference

This research was funded by a grant awarded to the first author from the e-Learning Center at Northern Arizona University.

Notes

Wilks' lambda = .84, F(7, 43) = 3.97, p < .001, partial eta² = .16; N = 152.

Note: All correlations are significant at p < .05.

Additional information

Notes on contributors

Laura R. Umphrey

Laura R. Umphrey (Ph.D., University of Arizona, 2001) is an assistant professor in the School of Communication, Northern Arizona University.

Jeffrey A. Wickersham

Jeffrey A. Wickersham (MA, University of Maine) is a graduate student at the University of Connecticut.

John C. Sherblom

John C. Sherblom (Ph.D., University of Maine, 1986) is a professor of Communication and Journalism at the University of Maine.