You are here:

Teacher Credibility: How Presentation Modalities affect Teacher Education Students’ Perceived Credibility of Information
PROCEEDINGS

, , University of Nevada, Reno, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Abstract: The following research examined whether or not, all else being equal, the modality of information delivery has an impact on its perceived credibility among teacher education students of two age groups: (>25 and <25). A piece of fabricated information was formatted, with the exact same content and from the same source, into three modalities; (a) face-to-face lecture (b) print via paper, and (c) print via World Wide Web. The formatted information was delivered separately to three randomly assigned groups of undergraduate and graduate teacher education students. After the information was delivered the students completed a self-report survey instrument that recorded their perceptions of the credibility of the formatted information. No significance was found between the mean differences in the credibility scores of participants in the two age groups. However, significant main effects for modality were found. The credibility scores were significantly higher for the print via paper modality than both the face-to-face lecture and the print via World Wide Web modalities.

Citation

Sexton, J. & Maddux, C. (2012). Teacher Credibility: How Presentation Modalities affect Teacher Education Students’ Perceived Credibility of Information. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4172-4178). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from .

Keywords

References

View References & Citations Map
  1. Biagi, S. (2004). Media/Impact: An introduction to mass medai. Belmont, CA: Wadsworth Publishing.
  2. Bohn, R.E., & Short, J.E. (2009). How much information? 2009 Report on American consumers Global Information Industry Center: University of California, San Diego.
  3. Bonk, C.J. (2010). For openers how technology is changing school. Educational Leadership, 67(7), 60-65.
  4. Fogg, B.J. (2003). Persuasive technology: Using computers to change what we think and do. San Francisico, CA: Morgan Kaufmann Publishers.
  5. Hovland, C., & Weiss, W. (1951). The influence of source credibility on communication effectiveness. The Public Opinion Quarterly, 15(4), 635-650.
  6. Howe, N., & Strauss, W. (2000). Millennials rising: the next great generation. New York: Vintage Books.
  7. Johnson, T.J., & Kaye, B.K. (2002). Webbelievablity: A path model examining how convenience and reliance predict online credibility. Journalism& Mass Communication Quarterly, 79(3), 619-642.
  8. Myers, S.A., & Bryant, L.E. (2004). College students' perceptions of how instructors convey credibility. Qualitative Research Reports in Communication, 5, 22-27.
  9. Poindexter, P., & McCombs, M. (2000). Research in mass communication: A practical guide. Boston, MA: Bedford/St. Martin'S.
  10. Prensky, M. (2001). Digital natives, digital immigrants: Do they really think differently? On The Horizon, 9(6), 1-6.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read