Examining Direct and Indirect Effects of Classroom Procedural Justice on Online Students' Willingness to Talk

Autor/inn/en	Kaufmann, Renee; Tatum, Nicholas T.
Titel	Examining Direct and Indirect Effects of Classroom Procedural Justice on Online Students' Willingness to Talk
Quelle	In: Distance Education, 39 (2018) 3, S.373-389 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2018.1476838
Schlagwörter	Distance Education; Online Courses; Educational Technology; Technology Uses in Education; Student Attitudes; Prediction; Affective Behavior; Teacher Student Relationship; Justice; Undergraduate Students; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Vorhersage; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gerechtigkeit; Computerkonferenz
Abstract	Interest in understanding what constitutes effective instruction online continues to grow as more universities adopt mediated formats for teaching. However, engaging students in productive, content-related conversation in online courses remains challenging. Several variables may influence student willingness to talk in online classes--procedural justice, affect towards the instructor, and perceived cognitive learning--each with probable direct and indirect effects on student inclinations for communicating in the classroom. This study proposes a model predicting student willingness to talk in online classes. Results indicate initial support for the proposed model, and practical implications for instructors teaching online courses are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01