Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning

Brandi N. Frisby, Keith Weber, Brittany N. Beckner

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Instructors are faced with the challenge of engaging students in the learning process. This study examined the effects of participation requirements on students' (N = 258) affective learning, interest, and cognitive learning using the Affective Learning Model and the Instructional Beliefs Model. Affective learning mediated the relationship between student participation requirements and cognitive learning, and student interest mediated the relationships between participation requirements and cognitive learning, supporting the IBM. The results provide insight into course-specific structural tactics that instructors can employ to enhance the educational experience for college students.

Original languageEnglish
Pages (from-to)308-322
Number of pages15
JournalCommunication Quarterly
Volume62
Issue number3
DOIs
StatePublished - Jul 2014

Keywords

  • Affective Learning
  • Cognitive Learning
  • Instructional Communication
  • Participation
  • Student Interest

ASJC Scopus subject areas

  • Communication

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