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The Impact of Affective Communications on Students' Perceptions and Performance in an Online University Course
PROCEEDINGS

, , , The Open University of Israel, Israel

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focuses on the impact of affective instructor communications on students' perceptions of quality of instruction and characteristics of the instructor as well as on their performance in an online undergraduate English academic reading course. The results indicated that students who received regular affective instructor communications had significantly more positive perceptions of the quality of the instructional feedback they received. They also performed significantly better than students who did not receive affective communications from the instructor. Implications for incorporating affective communications in online instruction will be discussed.

Citation

Gordon, C., Klein-Wohl, E. & Persoff, T. (2008). The Impact of Affective Communications on Students' Perceptions and Performance in an Online University Course. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 395-399). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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