Peer Tutoring and Communication Practice
Chapter 13. Engaging in Effective Instructional Communication Behaviors in the Tutoring Relationship Scott A. Myers, Jordan Atkinson, Hannah Ball, Zachary W. Goldman, Melissa F. Tindage, and Shannon T. Carton
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ENGAGING IN EFFECTIVE INSTRUCTIONAL COMMUNICATION BEHAVIORS IN THE TUTORING RELATIONSHIP
Scott A. Myers, Jordan Atkinson, Hannah Ball, Zachary W. Goldman, Melissa F. Tindage, and Shannon T. Carton
For decades, instructional communication scholars—whose focus is on the examination of communication variables that affect the teaching process across grade levels, subject matter, and instructional settings (Staton, 1989)—have concentrated their research efforts on examining the link between instructors’ use of in-class communicative behaviors and student learning outcomes (Myers, 2010). Collectively, these scholars have found that when instructors simultaneously utilize several rhetorical and relational communication behaviors in the college classroom, students not only view these instructors favorably in terms of perceived instructors’ credibility, approachability, and teaching effectiveness (see Mottet, Richmond, & McCroskey, 2006, for a review), but they also report gains in their affective learning (i.e., students’ positive attitudes toward instruction, learning, and instructors), cognitive learning (i.e., students’ retention of content and information delivered through instruction), and state motivation (i.e., students’ attempts to obtain knowledge or skills from instruction) as well as an increase in their levels of communication satisfaction with their instructors (Myers, Goodboy, & Members of COMM 600, 2014; Waldeck, Plax, & Kearney, 2010).
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