대학 교양수업에서 교수자 커뮤니케이션의 영향 : 학생감정과 학습효과를 중심으로

키워드

참고문헌 (54)

1. 권낙원, "교수유형(teaching styles) 분석을 위한 준거 탐색", 교육과정연구, 22(1), pp.75~100 (2004), 한국교육과정학회
2. 김성희, "침묵하는 학습자를 돕기 위한 교수법 모색 ― 야스퍼스의 『대학의 이념』과 소통", 교양교육연구, 7(4), pp.253~280 (2013), 한국교양교육학회
3. 김정기, "커뮤니케이션 스타일, 동기, 주목도, 만족감, 교육효과의 관계", 한국소통학보, (18), pp.202~234 (2012), 한국소통학회
4. 김정아, "교장의 수업지도성, 학교조직건강, 교사의 교수효과성, 학습효과 간의 구조 관계", 교육행정학연구, 32(1), pp.221~243 (2014), 한국교육행정학회
5. 김준호, "대학 e-러닝의 편의성 요인이 학습효과에 미치는 영향", 교육공학연구, 29(4), pp.881~907 (2013), 한국교육공학회
6. 박경선, "대학교육에서 교수자의 교수수행에 대한 학습자의 인식이 학습자의 학습동기, 학습태도 및 학습만족도에 미치는 영향", 교육공학연구, 28(2), pp.289~315 (2012), 한국교육공학회
7. 손동현, "교양교육의 새로운 위상과 그 강화 방책", 교양교육연구, 3(2), pp.5~22 (2009)
8. 신태섭, "대형 강의식 교양강좌 수강생의 학습동기 변화 연구", 교양교육연구, 8(1), pp.217~248 (2014), 한국교양교육학회
9. 이보경, "대학생의 교양교육에 대한 인식", 교육문제연구, (38), pp.1~23 (2010), 교육문제연구소
10. 임우섭, "대학 교수의 핵심 강의역량 분석", 교육행정학연구, 25(4), pp.413~434 (2007), 한국교육행정학회
11. 조윤경, "대학 교양 수업에서 커뮤니케이션 요인이 학생 흥미 및 참여에 미치는 영향 : 교수자의 명료성·친근성 요인과 학습자 커뮤니케이션 동기를 중심으로", 언론정보연구, 54(2), pp.224~258 (2017), 언론정보연구소[DOI]
12. Beane, J. A., "The controversy over affective education", Education Leadership, 43, pp.26~31 (1985)
13. Buzzanell, P., "Emotion work revealed by job loss discourse : Backgrounding-foregrounding of feelings, construction of normalcy, and(re)instituting of traditional masculinities", Journal of Applied Communication Research, 31, pp.27~57 (2003)
14. Cayanus, J. L., "An instructor self‐disclosure scale", Communication Research Reports, 21(3), pp.252~263 (2004)
15. Cayanus, J. L., "Teacher self-disclosure : Amount, relevance, and negativity", Communication Quarterly, 56(3), pp.325~341 (2008)
16. Carlyle, D., "Emotions of teacher stress" (2002), Trentham Books
17. Chesebro, J. L., "Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect", Communication Education, 52(2), pp.135~147 (2003)
18. Chesebro, J. L., "The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning", Communication Education, 50(1), pp.59~68 (2001)
19. Christophel, D. M., "The relationships among teacher immediacy behaviors, student motivation and learning", Communication Education, 39, pp.323~340 (1990)
20. Downs, V. C., "An analysis of teachers’ verbal communication within the college classroom : Use of humor, self-disclosure, and narratives", Communication Education, 37, pp.127~141 (1988)
21. Fried, L., "Teaching teachers about emotion regulation in the classroom", Australian Journal of Teacher Education, 36, pp.117~127 (2011)
22. Frymier, A. B., ""What’s in it for me?"Increasing content relevance to enhance students’ motivation", Communication Education, 44, pp.40~50 (1995)
23. Fusani, D. S., "Extra-class communication : Frequency, immediacy, self-disclosure, and satisfaction in student-faculty interaction outside the classroom", Journal of Applied Communication Research, 22, pp.232~255 (1994)
24. Goldstein, G. S., "The relation between teacher self-disclosure and student classroom participation", Teaching of Psychology, 21, pp.212~216 (1994)
25. Greenberger, E., "Self-entitled college students : Contributions of personality, parenting, and motivational factors", Journal of Youth and Adolescence, 37, pp.1193~1204 (2008)
26. Guerrero, L. K., "Handbook of communication and emotion: Research, theory, applications, and contexts" (1997), Academic Press
27. Harp, S. F., "The role of interest in learning from scientific text and illustrations : On the distinction between emotional interest and cognitive interest", Journal of Educational Psychology, 89, pp.92~102 (1997)
28. Hosek, A. M., "Communication privacy management and college instruction : Exploring the rules and boundaries that frame instructor private disclosures", Communication Education, 58(3), pp.327~349 (2009)
29. Jaspers, K., "대학의이념" (1997), 학지사
30. Lannutti, P. J., "Classroom communication : The influence of instructor self-disclosure on student evaluations", Communication Quarterly, 54(1), pp.89~99 (2006)
31. Loman, J., "Mastering the techniques of teaching" (1984), Jossey-Bass
32. Mazer, J. P., "The effects of instructor use of positive and negative slang on student motivation, affective learning, and classroom climate", Communication Research Reports, 25, pp.44~55 (2008)
33. Mazer, J. P., "I’ll see you on"Facebook" : The effects of computer-mediated teacher selfdisclosure on student motivation, affective learning, and classroom climate", Communication Education, 56, pp.1~17 (2007)
34. McCroskey, J. C., "The measurement of interpersonal attraction", Speech Monographs, 41(3), pp.456~463 (1974)
35. McCorskey, J. C., "Power in the classroom V : Behavior alteration techniques, communication training and learning", Communication Education, 34(3), pp.214~226 (1985)
36. McCroskey, J. C., "Toward a general model of instructional communication", Communication Quarterly, 52(3), pp.197~210 (2004)
37. Mehrabian. A., "Silent messages" (1981), Wadswonh
38. Miller, K. I., "Let me tell you about my job", Management Communication Quarterly, 20, pp.231~260 (2007)
39. Mottet, T. P., "Handbook of instructional communication", pp.255~282 (2006), Pearson
40. Nielson, K. A., "Enhanced post-learning memory consolidation is influenced by arousal predisposition and emotion regulation but not by stimulus valence or arousal", Neurobiology of Learning & Memory, 92, pp.70~79 (2009)
41. Petronio, S., "Boundaries of privacy: Dialectics of disclosure" (2002), State University of New York Press
42. Plax, T. G., "Power in the classroom VI : Verbal control strategies, nonverbal immediacy and affective learning", Communication Education, 35, pp.43~55 (1986)
43. Richmond, V. P., "The relationship between selected immediacy behaviors and cognitive learning", Communication Yearbook, 10, pp.574~590 (1987)
44. Rogers, C., "학습의 자유" (2011), 시그마프레스
45. Sanders, J. A., "The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom", Communication Education, 39(4), pp.341~353 (1990)
46. Sorensen, G., "The relationships among teachers’ self-disclosive statements, students’perceptions and affective learning", Communication Education, 38, pp.259~276 (1989)
47. Stancato, F. A., "The interactive nature and reciprocal effects of cognitive and affective learning", Education, 111(1), pp.77~81 (1990)
48. Titsworth, S., "The SAGE Handbook of Communication and Instruction", pp.241~262 (2010), Sage
49. Titsworth, S., "Emotion in teaching and learning : Development and validation of the classroom emotions scale", Communication Education, 59(4), pp.431~452 (2010)
50. Thoits, P. A., "Stress, coping and social support processes: Where are we? What next?", Journal of Health and Social Behavior, 35, pp.53~79 (1995)
51. Wambach, C., "Teacher self-disclosure and student classroom participation revisited", Teaching of Psychology, 24, pp.262~263 (1997)
52. Wang, S., "Assessment of learner satisfaction with asynchronous electronic learning systems", Information and Management, 41, pp.75~86 (2003)
53. Wheeless, R., "Conceptualization and measurement of reported self-disclosure", Human Communication Research, 3, pp.338~346 (1976)
54. Zembylas, M., "Reframing emotion in education through the lenses of parresia and care of the self", Studies in Philosophy and Education, 26, pp.319~333 (2007)

관련 논문AI추천