Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Frumkin, Lara (2006)
Languages: English
Types: Article
Frumkin, L .(2006) ‘Does increasing communication through visual learning environments enhance student perceptions of lecturers?’ International Education Journal, 7 (5), pp688-698
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Anderson, J. (1979) Teacher immediacy as a predictor of teaching effectiveness. In D. Minmo, (Ed.), Communication Yearbook 3, (pp. 543-559). Beverly Hills: Sage.
    • Anderson, T. & Garrison, D.R. (1998) Distance education for the research university. Newsletter of the Albert Distance Education and Training Association, 8, 12-13.
    • Anderson, J., Norton, R., & Nussbaum, J. (1981) Three investigations between perceived teacher communication behaviours and student learning. Communication Education, 30, 377-393.
    • Buerck, J.P., Malmstrom, T., & Peppers, E. (2002) Learning environments and learning styles: Nontraditional student enrolment and success in an internet-based versus a lecture-based computer science course. Learning Environments Research, 6, 137-155.
    • Cheng, Y.C. & Tsui, K.T. (1996) Total teacher effectiveness: new conception and improvement. International Journal of Educational Management, 10, 7-17.
    • Christophel, D. M. (1990) The relationships among teach immediacy behaviours, student motivation, and learning. Communication Education, 37, 323-340.
    • Collis, B. (1996) Telelearning in a digital world. The future of distance learning. London: International Computer Press.
    • Comadena, M. E., Semlak, W. D., & Escott, M.D. (1990) Communication style and teacher effectiveness: A comparative study of the perceptions of adult learners and traditional undergraduate students. Paper presented at the annual meeting of the Speech Communication Association, Chicago, IL.
    • Council for Higher Education Accreditation. (2002) Accreditation and assuring quality in distance learning. (Monographs Series, No. 1). http://www.chea.org/pdf/mono_1_accred_distance_02.pdf?pubID=246
    • Deal, D. & Sterling, D. (1997) Kids ask the best questions. Educational Leadership, 54, 61-63.
    • Dutton, J., Dutton, M., & Perry, J. (1999) Do online students perform as well as lecture students? Journal of Engineering Education, 90, 131-136.
    • Dutton, J., Dutton, M., & Perry, J. (2002) How do online students differ from lecture students? Journal of Asynchronous Learning Networks, 6
    • Eccles, J. S. & Wigfield, A. (2002) Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
    • Feng, J. (1994) Asian-American children: What teachers should know. http://www.enc.org/features/focus/archive/multi/document.shtm?input=ACQ-111356- 1356, EDO-PS-94-4
    • Fisher, D., Henderson, D. & Fraser, B. (1995) Interpersonal behaviour in senior high school biology classes. Research in Science Education, 25, 125-133.
    • Fisher, D. & Rickards, T. (1997) A way of assessing teacher-student interpersonal relationships in science classes. Paper presented at the National Science Teachers Association Annual National Convention, New Orleans, LA.
    • Frumkin, L.A., Mimirinis, M., Dimitrova, M. & Murphy M. (2004) From e-Learning to b-Learning: How Students Use e-Learning Material in a Blended Learning Environment. In the proceedings of the E-learn Conference, Washington D.C.
    • Frymier, A. B. (1994) A model of immediacy in the classroom. Communication Quarterly, 42, 133- 144.
    • Gates, G.S. (2000) Teaching-related stress: The emotional management of faculty. The Review of Higher Education, 23, 469-490.
    • Good, T. & Brophy, J (1974) Teacher-student relationships: Causes and consequences. New York: Holt.
    • Gorham, J. (1988) The relationship between verbal teacher immediacy behaviours and students learning. Communication Education, 37, 40-53.
    • Gresh, K. S. & Mrozowski, S. (2000) Faculty/student interaction at a distance: Seeking balance. EDUCAUSE, Nashville, TN.
    • Hall, E. (1966) The hidden dimension. Garden City, New York: Doubleday.
    • Hiltz, S. R. & Wellman, B. (1997) Asychronous learning networks as a virtual classroom. Communications of the ACM, 40, 44-49.
    • Lee, M., Matsumoto, D., Kobayashi, M., Krupp, D., Maniatis, E., & Roberts, W. (1992) Crosscultural influences on nonverbal behavior. In R. S. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 239-261). New York: Erlbaum.
    • Lens, W., Simons, J. & Dewitte, S. (2002) From duty to desire: The role of students' future time perspective and instrumentality perceptions for study motivation and self-regulation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 221-245). Greenwich, CT: Information Age.
    • Lin, B. & Hsieh, C. (2001) Web-based Teaching and Learner Control: A Research Review. Computers and Education 37, 377-386.
    • Matsumoto, D., Garside, M., & Roberts, W. (1991) Predicting teacher effectiveness: The contributions of teacher performance and emotions. Manuscript submitted for publication in Babad, E. (1992). Teacher expectancies and nonverbal behavior. In R.S. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 167-190) Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
    • McCroskey, J. C., Sallinen, A., Fayer, J. M., Richmond, V. P., & Barraclough, R. A. (1996) Nonverbal immediacy and cognitive learning: A cross-cultural investigation. Communication Education, 45, 200-211.
    • Mehrabian, A. (1969) Significance of posture and position in the communication of attitude and status relationships. Psychological Bulletin, 71, 359-372.
    • Miller, R. B., DeBacker, T. K., & Greene, B. A. (1999) Perceived instrumentality and academics: The links to tasks valuing. Journal of Instructional Psychology, 26, 250-260.
    • Miller, R. Preston, A., Elbert, C., & Lindner, J. (2003) Lessons from afar: Concerns of distance students, Presented at the 10th Annual Distance Education Conference, Austin, TX.
    • Moller, L (1998) Designing communities of learners for asynchronous distance education, EducationalTechnology Research and Development, 46, 115-22.
    • Moore, M.G. (1993) Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education: New perspectives (pp. 19-24). New York: Routledge.
    • Offir, B. (2000) Map for decision making in operating distance learning systems: Research results. Education Media International, 37, 9-15.
    • Philippot, P., Feldman, R.S., & McGee, G. (1992) Nonverbal behavioral skills in an educational context: Typical and atypical populations. In R.S. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 191-213) Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
    • Picciano, A.G. (2002) Beyond student perceptions: Issues of interaction, presence, and performance in an online environment. Journal of Asynchronous Learning Networks, 6, 21-40.
    • Powell, R.G. & Harville, B. (1990) The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment. Communication Education, 39, 369-379.
    • Pratt, D.D., Kelly, M., & Wong, W. (1998) The social construction of Chinese models of teaching. Presented at the 1998 Adult Education Research Conference, San Antonio, TX.
    • Richmond, V. P. (1990) Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.
    • Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987) The relationship between selected immediacy behaviours and cognitive learning. In M. McLauglin (Ed.), Communication yearbook 10, (pp. 574-590). Beverly Hills, CA: Sage.
    • Richmond, V. P., McCroskey, J. C., Kearney, P., & Plax, T. G. (1987) Power in the classroom VII: Linking behavior alternation techniques to cognitive learning. Communication Education, 36, 1-12.
    • Russell, T. L. (1999) The no significant difference phenomenon. Raleigh, NC: North Carolina State University.
    • Ryan, R. M. & Deci, E. L. (2000) Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
    • Sanders, D.W. & Morrison-Shetlar, A. I. (2001) Student attitudes toward web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33, 251-262.
    • Schweizer, K., Paechter, M., & Weidenmann, B. (2001) A field study on distance education and communication: Experiences of a virtual tutor. Journal of Computer-Mediated Communication, 6. http://www.ascusc.org/jcmc/vol6/issue2/schweizer.html.
    • She, H. C. (1998a) Interaction between different gender students and their teacher in junior high school biology classes. Proceedings of the National Science Council, part D: Mathematics, Science, and Technology Education, 8, 16-21.
    • She, H. C. (2000) The interplay of a biology teacher's beliefs, teaching practices and gender-based student-teacher classroom interaction. Educational Research, 42, 28-39.
    • She, H.C. (2001) Different gender students' participation in the high- and low- achieving middle school questioning-oriented biology classrooms in Taiwan. Research in Science and Technological Education, 19, 147-158.
    • She, H.C. & Fisher, D. (2000) The development of a questionnaire to describe science teacher communication behaviour in Taiwan and Australia. Science Education, 84, 706-726.
    • She, H.C. & Fisher, D. (2002) Teacher communication behaviour and its association with students' cognitive and attitudinal outcomes in science in Taiwan, Journal of Research in Science Teaching, 39, 63-78.
    • Spitzer, D. R. (1998) Rediscovering the social context of distance learning. Educational Technology, 38, 52-56.
    • Stadtlander, L. M. (1998) Virtual instruction: Teaching an online graduate seminar. Teaching of Psychology, 25, 146-148.
    • Trego, C. D. (2004) Gender differences in communication patterns and learning styles in asynchronous distance education. (Doctoral dissertation, Walden University, 2004). Dissertation Abstracts International 64, 2387A.
    • van Tartwijk, J. (1993) Sketches of teacher behavior. Utrecht: W.C.C.
    • Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004) Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96, 755-764.
    • Walberg, H. J. (1984) Improving the productivity of American schools. Educational Leadership, 41, 19-27.
    • Webster, J. & Hackley, P. (1997) Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40, 1282-1309.
    • Wubbels, T. & Levy, J. (1993) Do you know what you look like? Interpersonal relationships in education. London, England: Falmer Press.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article