Stephen K. Hunt

Mediated Immediacy A Language of Affiliation in a Technological Age

Evidence shows that computer-mediated communication has the potential to be used in ways that are important for relationship initiation, development, and maintenance. We know less about the communication practices that individuals use within various mediated channels. This article describes a series of studies addressing mediated forms of immediacy. Specifically, the research examines the various ways that individuals can foster psychological closeness via computer-mediated communication and older communication channels, and the relationship of those activities to outcomes in educational settings. Implications of this research are discussed for mediated communication practices as well as theory development.

The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning

The present study examined the effects of teacher clarity, teacher immediacy, and teacher caring on student motivation and affective and cognitive learning. Participants (233 undergraduate students enrolled in a freshman-level communication skills course at a large midwestern university) read descriptions of a hypothetical instructor who was described as being either low or high in nonverbal immediacy, teacher clarity, and teacher caring. Results revealed significant main effects for each independent variable and several significant two-way interactions. Data suggest that teacher behaviors, especially teacher immediacy and teacher clarity, play complimentary roles in enhancing student learning.

Fear in the Classroom: An Examination of Teachers’ Use of Fear Appeals and Students’ Learning Outcomes

This study examined the impact of teachers’ use of fear appeals and efficacy statements on student affective learning, motivation, likelihood of taking a course with the instructor, and likelihood of visiting with the instructor for help. The results suggest that fear and efficacy interact to more positively influence students’ perceptions of these variables compared to the use of fear alone. Pedagogical implications as well as suggestions for future research are discussed.

Assessing Information Literacy Instruction in the Basic Communication Course.

Information literacy is becoming a key component of general education programs nationwide. As a critical part of most general education programs, the basic communication course is on the frontlines of the charge to teach information literacy skills to first-year students. Thus, the information literacy skills of basic course students should be assessed to track the effectiveness of instruction and pedagogical practices. The present study used a pretest/posttest design with experimental and control groups to assess the effectiveness of information literacy instruction in the basic course. As predicted, students in the experimental group outperformed students in the control group on the information literacy measure. Results of the present study have implications for basic course directors and instructors, general education curriculum specialists, and librarians.

Communication and Teacher Education: Exploring a Communication Course for All Teachers.

In recent years, teacher education programs have increasingly come under fire. One of the major criticisms of the current state of teacher education in the United States is that many pre-service teachers are not receiving training in speech communication. Given that such training is essential to the day-to-day functioning of teachers, we argue that communication educators as well as those in the education discipline must begin to promote communication training for all teachers. A communication course for teachers is of particular relevance in light of the recent decision of several national accreditation agencies to adopt communication standards for teachers. In this essay, we describe goals, objectives, units, activities, and assignments for a comprehensive communication course for all teachers.

Revising General Education: Assessing a Critical Thinking Instructional Model in the Basic Communication Course

This study examined critical thinking instruction in a required introductory communication course (N = 324). Experimental group participants received enhanced instruction using various active learning strategies, activities, and assignments. Results indicate significant improvement in their critical thinking skills. Implications for pedagogy and general education course design and assessment are discussed.

Effects of Instructor Speech Rate on Student Affective Learning, Recall, and Perceptions of Nonverbal Immediacy, Credibility, and Clarity

Although research indicates that speech rate affects perceptions of speaker credibility as well as persuasiveness and information recall, research has failed to address how instructor speech rate affects student perceptions and learning. This study randomly assigned basic communication course students to one of three speech rate conditions (slow, moderate, fast), using a videotaped lesson by an instructor. Findings revealed significant differences for credibility, affective leaning, and nonverbal immediacy, but did not reveal significant differences for recall or clarity. Implications for instructional practice and suggestions for future research are discussed.

The ecology of academic risk: relationships between communication apprehension, verbal aggression, supportive communication, and students’ academic risk status

Contemporary research exploring at‐risk student populations has generally used the epidemiological model, the constructivist model, or the ecological model to explain processes involved in academic risk. This study applies communication constructs to the ecological model of academic risk, which proposes that academic risk is a function of individual, social, and cultural communication phenomena. A survey of 232 students found that (a) at‐risk students communicated more with friends about school than did regular‐admission students, (b) levels of communication apprehension differed depending on at‐risk status and sex, and (c) levels of verbal aggression differed depending on at‐risk status. These results are discussed in terms of theoretical and applied implications.

Communication and Diversity: Innovations in Teacher Education.

Teacher education programs have increasingly come under fire for not providing pre-service teachers communication skills training. Given that such training is essential to address diversity in the classroom and to meet the day-to-day functioning of teachers, higher education must provide communication skills training for teacher certification. This essay describes the “Teaching Diverse Learners: Communicating Social Support” workshop designed to help new and pre-service K-12 teachers communicate more effectively with diverse student populations, and the results of pre/post test surveys of the participants.

Alternatives to traditional instruction: Using games and simulations to increase student learning and motivation

This study explores the effects of games and simulations in the communication classroom. Past research has suggested that games and simulations improve student motivation, affective learning, and cognitive learning. However, Jew studies have empirically tested this relationship. Based on responses from 90 undergraduates, results support previous research that games and simulations increase student motivation and cognitive learning beyond traditional instructional methods. Results also suggest that games and simulations are similarly effective to traditional instruction in promoting students’ affective learning. We discuss the implications of these findings for educational contexts.