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Dissertation
Faculty communication in the undergraduate college classroom: a student perspective
Doctor of Education (Ed.D.), Drexel University
May 2014
DOI:
https://doi.org/10.17918/etd-6058
Abstract
There has been much research recognizing the importance of communication between students and faculty in the classroom environment. A positive climate and sense of belonging influence students' perceptions of a supportive community in the college classroom. In these supportive classrooms, students are able to express themselves freely and openly in nonjudgmental ways that allow strong bonds to exist. Interpersonal relationships between instructors and students create a unique culture that can impact learning in the classroom. Although it has been argued the primary job of instructors is to promote learning (Ellis, 2004), research shows a link between interpersonal relationships and learning (Worley, Titsworth & Cornett-Devito, 2007). This phenomenological study explored how student perceptions of instructor communication behaviors in undergraduate college classrooms influence the communication climate. Eight participants, all in their last semester of college, were asked a series of semistructured questions to further understand their communication interactions with professors. The findings were classified into three themes. First was evidence of the importance of professor communication traits as demonstrated by both nonverbal and verbal means. The second theme was the presence of supportive behaviors shown by professors in and out of the classroom and the final theme was the presence of defensive behaviors shown in and out of the classroom. Results flowing from these themes showed, 1) Instructors exhibiting a friendly mood, showing happiness, approachability, and flexibility are more likely to create a positive communication climate, 2) Found the lack of verbal and nonverbal instructor communication reflecting the lack of desire to interact with students leads to a more negative and defensive communication climate, 3) Superiority to be a common theme among students when expressing negative interactions in the undergraduate college classroom. Recommendations are made at both the individual and institutional level and center around the further development and understanding of the crucial role communication plays in the college classroom.
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Details
- Title
- Faculty communication in the undergraduate college classroom
- Creators
- Frances Lampson Winters - DU
- Contributors
- W. Edward Bureau (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6058; 991014632833504721