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The Effect of Text Messaging on Student Affective Learning

Hayes, Paul, Weibelzahl, Stephan and Hall, Timothy (2011) The Effect of Text Messaging on Student Affective Learning. In: EdTech 2011: 12th Annual Conference of the Irish Learning Technology Association, 1-2 June 2011, Waterford Institute of Technology.

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Abstract

The quality of the communication between instructors and students has been shown to be one of the key factors in the quality of the learning experience of students. However, as is often the case in higher education, communication between instructors and students is very limited due to such factors as large class sizes, limited contact time and student reluctance to approach instructors. This research investigates the effect of using text messaging for out-of-class communication between instructor and student on student affective learning. While educational institutions generally place most emphasis on student cognitive learning it has been shown that affective learning is also crucial especially to the development of independent and life-long learners. Learning in the affective domain includes the manner by which people deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes. While out-of-class communication between instructors and students can impact all types of student learning it has its greatest impact on student affective learning. One of the primary reasons for this is that the out-of-class communication enhances student perception of instructor immediacy. Immediacy is defined as behaviour, which increases psychological closeness between communicators. Research studies in instructional communication suggest that enhanced instructor immediacy is linked to more positive student-instructor relationships engendering positive attitudes, increased interest and motivation by students as well as improved attendance, retention, engagement and learning. A yearlong research study was conducted into the use of text messaging for out-of-class communication and its effects on student perception of instructor immediacy. Both quantitative measures of immediacy and qualitative feedback from students show that the instructor is perceived as closer, more approachable and responsive when text-messaging services are offered. The student feedback also reveals that the use of text messaging has other positive effects on student affective learning, including enhanced motivation and engagement. Some limitations of the studies are discussed, as are the implications of the findings in terms of improving communication and enhancing student affective learning in higher education.

Item Type: Conference or Workshop Item (Paper)
Subjects: Q Science > QA Mathematics > Electronic computers. Computer science
T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
Divisions: School of Computing > Staff Research and Publications
Related URLs:
Depositing User: CAOIMHE NI MHAICIN
Date Deposited: 03 Jun 2014 12:32
Last Modified: 03 Jun 2014 12:32
URI: http://trap.ncirl.ie/id/eprint/1428

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