Renee Kaufmann

To connect or promote?: An exploratory examination of Facebook pages dedicated to moms

Abstract Mothers are increasingly using Facebook for a variety of communication functions. As an initial step toward understanding how mothers use Facebook, this exploratory study examines the types of messages mothers receive from Facebook pages solely designated for them. Using a content analysis, twelve Facebook pages and 526 administrators’ posts were analyzed. The majority of pages identified purpose as conversational/ discussion starter, while the majority of administrators’ posts were coded as informational/promotional. The discrepancies between the pages’ and posts’ purpose are considered. Directions for extending the research examining mothers and social networking sites are also suggested.

The Cognitive Learning Measure: A Three-Study Examination of Validity

Instructional communication scholars have long been interested in creating and testing alternative approaches to measuring cognitive learning. One of the existing measures, the Cognitive Learning Measure (Frisby & Martin, 2010), has not yet been fully validated. This series of three studies examined the factorial and concurrent validity of the scale. Results revealed that a three-factor measurement model was a better fit to the data than the original unidimensional factor model. Concurrent validity was established with respect to student motives, affective learning, student interest, classroom participation, and out-of-class communication with their instructors. The measure is discussed as a viable option for both operationalization of cognitive learning and as a complement to other learning tests.

Let's Connect: Using Adobe Connect to Foster Group Collaboration in the Online Classroom

Courses Online Small Group Communication Objective Using Tuckmans model of group development and web conferencing software, students will explore the group development process virtually and provide observations and reflections of their experience in a video blog (i.e., vlog) while simultaneously building community within their group.

Mediated group development and dynamics: an examination of video chatting, Twitter, and Facebook in group assignments

ABSTRACT Instructors incorporate technological tools into the classroom to address short attention spans, appeal to technologically savvy students, and to increase engagement. This study used both quantitative descriptive and qualitative embedded assessment data to examine the use of three popular tools (i.e. Twitter, Facebook, and video chatting) in academic task groups. Qualitatively, the students (N = 28) commented on group affect, computer mediated communication (CMC) affect, and barriers and facilitators to both task accomplishment and relational development. Quantitatively, the students who were randomly assigned to one of the tools did not differ in cohesion, motivation, satisfaction, group hate, affective learning, or cognitive learning.

Examining communication privacy management in the middle school classroom: perceived gains and consequences

Background: From instructing students on curriculum content to helping their pupils to develop a wide range of skills, teachers in many educational settings make daily decisions about how and what to disclose to their students to build relationships and make connections with content. Purpose: The current study, applied to a North American middle school context, reveals what is known about teacher disclosure in higher education in terms of how teachers develop privacy rules and coordinate boundaries. Sample: Ten certified middle school teachers of 11–14-year-olds (i.e. six to eighth graders) from one school were invited to participate in individual semi-structured interviews. Network sampling of teachers was employed. Method: Interview data were transcribed and Petronio’s communication privacy management (CPM) was used as the theoretical framework to guide the identification of themes. Findings: Analysis provided support for the original four criteria identified in CPM and revealed an additional criterion (i.e. ‘identification rapport’) for this specific group of middle school teachers. Teachers also reported the importance of understanding the potential positive and negative consequences associated with disclosing personal information to middle school students. Conclusions: This study suggests that CPM can be meaningfully extended to a specific middle school context. In addition, the emergence of ‘identification rapport’ as an additional criterion provides fresh insight into middle school teachers’ communication privacy management.

Having Fun on Facebook?: Mothers' Enjoyment as a Moderator of Mental Health and Facebook Use.

ABSTRACT This study reports results of a study that examined the extent to which contextual factors (i.e., income level and number of children) might predict a mother’s mental health quality, which, in turn, may predict level of engagement with Facebook. Results supported this model, finding that mothers with more children and lower income possess lower mental health quality, and lower mental health quality predicted more frequent Facebook use. However, this pattern was qualified by a mother’s level of enjoyment of Facebook, such that mental health quality did not significantly predict Facebook intensity when enjoyment of Facebook was low. This research extends practitioners’ knowledge of mothers’ mental health quality by identifying a behavior that may indicate lower mental health quality and enhance abilities to recognize mothers who may need support or treatment. Future directions for this research are included.

Dimensions of Instructor Disclosure: Implications for Rhetorical and Relational Goals of Instruction

There are an array of reasons why instructors view personal disclosures as beneficial for the classroom, including to demonstrate caring and to make content relevant. Using the rhetorical and relational goals of instruction theory as the theoretical model, this study tested the potential for the three dimensions of disclosure (i.e., amount, negativity, relevance) to account for variance in instructor rhetorical goals (i.e., relevance) and relational goals (i.e., caring). The results highlight the importance of relevant instructor disclosures to perceiving an instructor as achieving rhetorical and relational goals within the classroom.

Revisiting “power in the classroom”: exploring online learning and motivation to study course content

ABSTRACT Online learning is growing in popularity among students (Allen & Seaman, 2015. Grade level: Tracking online education in the United States. Newburyport, MA: Sloan Consortium), and online course opportunities seem to be increasing. Thus, it is important to examine classroom management behaviors such as power and its impact on motivation to study and student learning outcomes. The purpose of this study is to partially replicate Richmond’s (1990) work in the online learning context. Based on the findings, practical implications are presented for online instructors.

Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk

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.

Designing imminent threat messages for an unfamiliar hazard

Course: This assignment is a unit activity designed for use in a skills-focused undergraduate public relations, organizational communication, or crisis communication course. Objective: The goal of this activity is to increase students’ understanding and ability to apply message design concepts in an unfamiliar context. Students will work collaboratively to craft messages that include key message features in response to an unfamiliar threat.