Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk

References

• Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3–4), 3–22. Retrieved from https://secure.onlinelearningconsortium.org/publications/olj_main
   Google Scholar
• Aldrich, R. S., Kaufmann, R., & Rybas, N. (2017). Fostering effective communication in online courses. In R. Alexander (Ed.), Best practices in online teaching and learning across academic disciplines (pp. 11–24). Fairfax, VA: George Mason University Press.
   Google Scholar
• Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC.
   Google Scholar
• Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. In D. Nimmo (Ed.), Communication yearbook 3 (pp. 543–559). New Brunswick, NJ: Transaction Books.
   Google Scholar
• Anderson, T. (2004). Teaching in an online learning context. In T. Anderson (Ed.), Theory and practice of online learning (pp. 343–366). Athabasca, Canada: AU Press.
   Google Scholar
• Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel. 25, 297–308. Retrieved from http://www.myacpa.org/journal-college-student-development
   Web of Science ®Google Scholar
• Bennett, S., Agostinho, S., & Lockyer, L. (2015). Technology tools to support learning design: Implications derived from an investigation of university teachers’ design practices. Computers & Education, 81, 211–220. doi:10.1016/j.compedu.2014.10.016
   Web of Science ®Google Scholar
• Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 7, 379–439. doi:10.3102/00346543074003379
   Web of Science ®Google Scholar
• Bonk, C. J. (2002). Online training in an online world. Bloomington, IN, CourseShare.com. Retrieved from http://curtbonk.com/Corp%20Survey–Online%20Training%20in%20an%20Online%20World–2002.pdf
   Google Scholar
• Bouhnik, D., & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society Information Science and Technology, 57, 299–305. doi:10.1002/asi.20277
   Web of Science ®Google Scholar
• Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50, 58–77. doi:10.1080/01463370209385646
   Google Scholar
• Chory‐Assad, R. M., & Paulsel, M. L. (2004a). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52, 98–114. doi:10.1080/01463370409370184
   Google Scholar
• Chory-Assad, R. M., & Paulsel, M. L. (2004b). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, 53, 253–273. doi:10.1080/0363452042000265189
   Google Scholar
• Comer, D. R., & Lenaghan, J. A. (2013). Enhancing discussions in the asynchronous online classroom: The lack of face-to-face interaction does not lessen the lesson. Journal of Management Education, 37, 261–294. doi:10.1177/1052562912442384
   Google Scholar
• Darabi, A., & Jin, L. (2013). Improving the quality of online discussion: The effects of strategies designed based on cognitive load theory principles. Distance Education, 34, 21–36. doi:10.1080/01587919.2013.770429
   Web of Science ®Google Scholar
• Freitas, F. A., Myers, S. A., & Avtgis, T. A. (1998). Student perceptions of instructor immediacy in conventional and distributed learning classrooms. Communication Education, 47, 366–382. doi:10.1080/03634529809379143
   Web of Science ®Google Scholar
• Frisby, B. N., & Martin, M. M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education, 59, 146–164. doi:10.1080/03634520903564362
   Google Scholar
• Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19, 133–148. doi:10.1207/s15389286ajde1903_2
   Google Scholar
• Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40–53. doi:10.1080/03634528809378702
   Web of Science ®Google Scholar
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
   Google Scholar
• Horan, S. M., Martin, M. M., & Weber, K. (2012). Understanding emotional response theory: The role of instructor power and justice messages. Communication Quarterly, 60, 210–233. doi:10.1080/01463373.2012.669323
   Google Scholar
• Kaufmann, R., Sellnow, D. D., & Frisby, B. N. (2016). The development and validation of the online learning climate scale (OLCS). Communication Education, 65, 307–321. doi:10.1080/03634523.2015.1101778
   Web of Science ®Google Scholar
• Kaufmann, R., & Tatum, N. T. (2017). Do we know what we think we know? On the importance of replication in instructional communication research. Communication Education, 66, 479–481. doi:10.1080/03634523.2017.1342849
   Web of Science ®Google Scholar
• Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116–128. doi:10.1016/j.compedu.2016.03.002
   Web of Science ®Google Scholar
• King, P., & Witt, P. (2009). Teacher immediacy, confidence testing, and the measurement of cognitive learning. Communication Education, 58, 110–123. doi:10.1080/03634520802511233
   Web of Science ®Google Scholar
• Kleinsasser, R., & Hong, Y. C. (2016). Online group work design: Processes, complexities, and intricacies. TechTrends, 60, 569–576. doi:10.1007/s11528-016-0088-6
   Web of Science ®Google Scholar
• LaRose, R., & Whitten, P. (2000). Re-thinking instructional immediacy for web courses: A social cognitive exploration. Communication Education, 49, 320–338. doi:10.1080/03634520009379221
   Google Scholar
• Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51, 864–873. doi:10.1016/j.compedu.2007.09.005
   Web of Science ®Google Scholar
• MacKnight, C. B. (2000, January 1). Teaching critical thinking through online discussions. Educause Quarterly, 23, 38–41. Retrieved from https://er.educause.edu/
   Google Scholar
• McDougall, D., & Granby, C. (1996). How expectation of questioning method affects undergraduates’ preparation for class. The Journal of Experimental Education, 65, 43–54. doi:10.1080/00220973.1996.9943462
   Web of Science ®Google Scholar
• McElroy, B. W., & Lubich, B. H. (2013). Predictors of course outcomes: Early indicators of delay in online classrooms. Distance Education, 34, 84–96. doi:10.1080/01587919.2013.770433
   Web of Science ®Google Scholar
• Menzel, K. E., & Carrell, L. J. (1999). The impact of gender and immediacy on willingness to talk and perceived learning. Communication Education, 48, 31–40. doi:10.1080/03634529909379150
   Web of Science ®Google Scholar
• Mitchem, K., Fitzgerald, G., Hollingsead, C., Koury, K., Miller, K., & Tsai, H. H. (2008). Enhancing case-based learning in teacher education through online discussions: Structure and facilitation. Journal of Interactive Learning Research, 19(2), 331–349. Retrieved from http://www.aace.org/pubs/jilr/
   Google Scholar
• Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33, 5–30. doi:10.1080/01587919.2012.667957
   Web of Science ®Google Scholar
• Patterson, B., & McFadden, C. (2009). Attrition in online and campus degree programs. Online Journal of Distance Learning Administration, 12(2). Retrieved from http://www.westga.edu/~distance/ojdla/
   Google Scholar
• Persico, D., Pozzi, F., & Sarti, L. (2010). Monitoring collaborative activities in computer supported collaborative learning. Distance Education, 31, 5–22. doi:10.1080/01587911003724603
   Web of Science ®Google Scholar
• Peterson, R. M. (2001). Course participation: An active learning approach employing student documentation. Journal of Marketing Education, 23, 187–194. doi:10.1177/0273475301233004
   Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater, & L. B. Snyder (Eds.), The Sage sourcebook of advanced data analysis methods for communication research (pp. 13–54). Thousand Oaks, CA: Sage.
   Google Scholar
• Rehn, N., Maor, D., & McConney, A. (2016). Investigating teacher presence in courses using synchronous videoconferencing. Distance Education, 37, 302–316. doi:10.1080/01587919.2016.1232157
   Web of Science ®Google Scholar
• Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181–195. doi:10.1080/03634529009378801
   Web of Science ®Google Scholar
• Rodriguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293–305. doi:10.1016/S1096-7516(02)00130-6
   Web of Science ®Google Scholar
• Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5, 319–332. doi:10.1016/S1096-7516(02)00130-6
   Google Scholar
• Rovai, A. P., & Barnum, K. T. (2007). On-line course effectiveness: An analysis of student interactions and perceptions of learning. International Journal of E-Learning & Distance Education, 18(1), 57–73. Retrieved from http://www.ijede.ca/index.php/jde
   Google Scholar
• Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1), 54–62. Retrieved from http://www.jstor.org/stable/jeductechsoci.8.1.54
   Web of Science ®Google Scholar
• Sellnow, D. D., & Kaufmann, R. (2017). Instructional communication and the online learning environment: Then, now, and next. In M. L. Houser & A. M. Hosek (Eds.), The handbook of instructional communication: Rhetorical and relational perspectives (2nd ed., pp. 195–206). New York, NY: Taylor & Francis.
   Google Scholar
• Shelton, B. E., Hung, J. L., & Lowenthal, P. R. (2017). Predicting student success by modeling student interaction in asynchronous online courses. Distance Education, 38, 59–69. doi:10.1080/01587919.2017.1299562
   Web of Science ®Google Scholar
• Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69–84. Retrieved from https://www.itejournal.org/
   Google Scholar
• Sullivan, P. (2001). Gender differences and the online classroom: Male and female college students evaluate their experiences. Community College Journal of Research & Practice, 25(10), 805–818. doi:10.1080/106689201753235930
   Google Scholar
• Treichler, D. G. (1967). Are you missing the boat in training aids? Film and Audio-Visual Communications, 1, 14–16.
   Google Scholar
• van Blankenstein, F. M., Dolmans, D. H., van der Vleuten, C. P., & Schmidt, H. G. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science, 39, 189–204. doi:10.1007/s11251-009-9124-7
   Web of Science ®Google Scholar
• Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6, 77–90. doi:10.1016/S1096-7516(02)00164-1
   Google Scholar
• Waldeck, J. H., Plax, T. G., & Kearney, P. (2010). Philosophical and methodological foundations of instructional communication. In D. L. Fasset & J. T. Warren (Eds.), The SAGE handbook of communication and instruction (pp. 161–179). Los Angeles, CA: Sage.
   Google Scholar
• Weber, K., Martin, M. M., & Myers, S. A. (2011). The development and testing of the instructional beliefs model. Communication Education, 60, 51–74. doi:10.1080/03634523.2010.491122
   Web of Science ®Google Scholar
• Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta‐analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184–207. doi:10.1080/036452042000228054
   Web of Science ®Google Scholar