IS HUMOR AN APPRECIATED TEACHING TOOL? PERCEPTIONS OF PROFESSORS' TEACHING STYLES AND USE OF HUMOR

By Sarah E. Torok, R. F. McMorris, Wen-Chi Lin. 2004

213 citations recorded by the source corpus.

Subfields: Health Information Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7a3218bed34e08c1cb02ee9cfc21bef192a28685

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Citations in the corpus

Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor (2008, background): “More recently, Torok, McMorris, and Lin (2004) examined students’ and teachers’ perceptions of Bryant et al.’s (1979) typology of classroom humor.”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “, students’ perception of emotional closeness to the teacher, Gorham & Christophel, 1990), students’ reports of learning (Torok et al., 2004; Wanzer & Frymier, 1999), and lowering student tension (Berk, 1996; Torok et al.”
Appropriate and Inappropriate Uses of Humor by Teachers (2006, background): “In a recent investigation, Torok, McMorris, and Lin (2004) examined college students’ and teachers’ perceptions of Bryant et al.’s (1979) types of classroom humor.”
An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory (2010, background): “Research by Torok, McMorris, and Lin (2004) found that 74% of college students surveyed indicated that they appreciated instructors’ use of humor in the classroom as long as it was used constructively.”
Humor on Learning in the College Classroom: Evaluating Benefits and Drawbacks from Instructors' Perspectives. (2010, background): “When students were asked what kinds of humor they enjoyed in the classroom, they responded most frequently with puns, jokes, riddles, cartoons, sarcasm, metaphor, well as funny stories and comments (Torok et al., 2004).”
A Review of Humor in Educational Settings: Four Decades of Research (2011, background): “In addition to overusing humor, negative and/or aggressive humor, especially humor disparaging students, can harm instructor credibility, especially trust and goodwill (Berk, 1996; Torok et al., 2004; Wanzer et al. 2006).”