Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


ohiou1343414806.pdf (806.55 KB)

ETD Abstract Container

Abstract Header

Student Misbehaviors and Teacher Techniques in Online Classrooms: Instrument Development and Validation

Li, Li
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343414806

Abstract Details

2012, Doctor of Philosophy (PhD), Ohio University, Communication Studies (Communication).
In an attempt to better understand communication dimensions of classroom management, an extensive amount of literature in communication has explored compliance-gaining strategies used by teachers (e.g., Kearney, Plax, Richmond, & McCroskey, 1985; McCroskey & Richmond, 1983; Richmond & McCroskey, 1984). The purpose of this project was to partially replicate and extend that line of research to an online context. Specifically, the current program of research included three studies that developed a scale of students' online misbehaviors (the SOMs scale), a scale of online teacher alteration techniques (the OBATs scale), and then explored relationships between those scales and various classroom communication processes and outcomes. The pilot study inductively developed initial typologies for the two scales. The second study further refined the SOMs scale by employing both an exploratory factor analysis and a confirmatory factor analysis. Four factors were established: Seeking Unallowed Assistance, Internet Slacking, Aggressiveness, and Lack of Communication. No meaningful factor structure was detected from the OBATs scale, which was consistent to the BATs and BAMs scale. Reliability and validity were established for both scales. Subsequently, the main study assessed teachers' and students' different perceptions of SOMs and OBATs, the impact of demographics on these perceptions, and the influence of SOMs and OBATs to students' learning. Results indicated students and teachers perceived SOMs and OBATs differently; certain demographics (e.g., prior online classes, student age, class size, and enrollment status) influenced perceptions of uses and severity of SOMs as well as uses and effectiveness of OBATs; finally selective OBATs influenced students' learning whereas SOMs did so minimally in students' perception.
Scott Titsworth (Committee Chair)
Jerry Miller (Committee Member)
Mirit Shoham (Committee Member)
Gordon Brooks (Committee Member)
182 p.
Communication
student online misbehavior; teacher technique; online class; scale development

Recommended Citations

Citations

  • Li, L. (2012). Student Misbehaviors and Teacher Techniques in Online Classrooms: Instrument Development and Validation [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343414806

    APA Style (7th edition)

  • Li, Li. Student Misbehaviors and Teacher Techniques in Online Classrooms: Instrument Development and Validation. 2012. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343414806.

    MLA Style (8th edition)

  • Li, Li. "Student Misbehaviors and Teacher Techniques in Online Classrooms: Instrument Development and Validation." Doctoral dissertation, Ohio University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343414806

    Chicago Manual of Style (17th edition)

ohiou1343414806
9,281
© 2012, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.