TY - JOUR
T1 - Requiring Participation
T2 - An Instructor Strategy to Influence Student Interest and Learning
AU - Frisby, Brandi N.
AU - Weber, Keith
AU - Beckner, Brittany N.
PY - 2014/7
Y1 - 2014/7
N2 - 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.
AB - 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.
KW - Affective Learning
KW - Cognitive Learning
KW - Instructional Communication
KW - Participation
KW - Student Interest
UR - http://www.scopus.com/inward/record.url?scp=84902972898&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84902972898&partnerID=8YFLogxK
U2 - 10.1080/01463373.2014.911765
DO - 10.1080/01463373.2014.911765
M3 - Article
AN - SCOPUS:84902972898
SN - 0146-3373
VL - 62
SP - 308
EP - 322
JO - Communication Quarterly
JF - Communication Quarterly
IS - 3
ER -