Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style

By Brooks A. Aylor, Patrice A. Oppliger. 2003

114 citations recorded by the source corpus.

Subfields: Health Information Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3dec85b9e7776f09cb6d5d9d82a3b864722996cf

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Citations in the corpus

Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms (2005, methodology): “Consistent with Wanzer and Frymier (1999) and Aylor and Oppliger (2003), items were reworded to change from the original self-report measure of humor to reflect student perceptions of instructor humor.”
The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication (2004, background): “…caring are rooted in students' perceptions of their instructors' interpersonal communication behaviors, students may be more motivated to engage in OCC if they perceive their instructors as immediate, empathic, and responsive (Aylor & Oppliger, 2003; Jaasma & Koper, 1999; Nadler & Nadler, 1999).”
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness (2007, background): “…teacher competence and trustworthiness as teacher caring, warmth, supportiveness, and access impact students’ willingness to communicate directly with their instructor both in class and out of the classroom (Aylor & Opplinger, 2003; Bippus, Kearney, Plax, & Brooks, 2003; Fusani, 1994; Myers, 2004).”
Appropriate and Inappropriate Uses of Humor by Teachers (2006, unknown): “The use of humor in teaching has been frequently investigated (Aylor & Opplinger, 2003; Bryant, Comisky, Crane, & Zillmann, 1980; Bryant, Comisky, & Zillmann, 1979; Bryant & Zillmann, 1988; Conkell, Imwold, & Ratliffe, 1999; Davies & Apter, 1980; Downs, Javidi, & Nussbaum, 1988; Frymier & Wanzer,…”
Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor (2008, background): “A substantial body of research addresses the benefits and types of humor that teachers employ in the classroom (Aylor & Opplinger, 2003; Bryant, Comisky, & Zillmann, 1979; Bryant, Comisky, Crane, & Zillmann, 1980; Bryant & Zillmann, 1988; Conkell, Imwold, & Ratliffe, 1999; Davies & Apter, 1980;…”
An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory (2010, unknown): “…& Zillmann, 1980; Comisky & Zillmann, 1979; Gorham & Christophel, 1990) and the reasons instructors used humor in the classroom (see, for example, Aylor & Opplinger, 2003; Bryant & Zillmann, 1988; Conkell, Imwold, Ratliffe, 1999; Davies & Apter, 1980; Downs, Javidi, & Nussbaum, 1988; Frymier &…”
A Review of Humor in Educational Settings: Four Decades of Research (2011, background): “Indeed, Aylor and Opplinger (2003) reported that humor orientation, and its ability to reduce psychological distance, also related to student teacher interactions outside of the classroom.”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “…& Berger, 1997; Pascarella & Terenzini, 1991; Pike, Schroeder, & Berry, 1997), academic performance (Pascarella, 1980; Terenzini, Pascarella, & Blimling, 1996), perceived immediacy and trust (Jaasma & Koper, 1999), and student satisfaction (Aylor & Oppliger, 2003; Pascarella & Terenzini, 1991).”