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Relational communication behaviors and related outcomes in an online class
Russo, Tracy Callaway
Russo, Tracy Callaway
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Abstract
This study investigated how in one graduate genetics class, verbal/textual cues of relational communication
were related to perceptions of presence, student performance, and student satisfaction with their
learning. Data were gathered from subthread posts to the class discussion site, student responses to a
summative survey, and instructor evaluation of performance.
Results of the study indicated a statistically significant regression relationship between frequency of textual
relational cue use in subthread postings and performance in the class. There was no significant relationship
between cue use and perceptions of presence of the other students, of the instructor, or of selfassessed
presence. Similarly, there was no significant relationship between cue use and student satisfaction
with their learning.
This pilot study demonstrates the presence and importance of textual relational cues and argues for extension
and replication of the examination of the ir role in signaling relationship and engagement in
online classes.
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Date
2003-06
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Information Science Institute
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Keywords
Mediated Presence, Social Presence, Communication Behaviors, Online Learning
Citation
Russo, T.C. (2003). Relational communication behaviors and related outcomes in an online class. Proceedings of the 2003 IS and ITE conference.