Becoming the Voice in Their Heads: The Influence of Oral Response on Perceived Teacher Caring

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Johnston, J. (2012). Becoming the Voice in Their Heads: The Influence of Oral Response on Perceived Teacher Caring. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (p. 2266). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/41067.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2012
Denver, Colorado, USA
June 26, 2012
ISBN 1-880094-95-9
  Tel Amiel & Brent Wilson
AACE

More Information on EDMEDIA
Table of Contents

Author

Joyce Johnston, George Mason University, United States

Abstract

The workshop is grounded in Teven and McCroskey’s seminal work on perceived teacher caring, which indicated that students who perceive their instructors as empathetic, understanding and responsive will rate the teacher and course more positively, be more willing to take another course with the same instructor and, above all, report that they learned more. Using an adaptation of Teven’s Student-Teacher Interpersonal Solidarity Scale, the presenter’s own research at George Mason University shows that students respond far more intensely to oral than to written responses to their assignments. They also value portability so that they can replay their instructor’s remarks repeatedly wherever and whenever they revise. Research results identify instructor behaviors that signal caring when evaluating student writing in order to reinforce assignment goals, facilitate meaningful revision and increase student satisfaction.

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