Instructor Credibility as a Mediator of Instructors’ Compulsive Communication and Student Communication Satisfaction in the College Classroom

The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive communication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communication is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction.     

Toward an educational sphereology: Air,wind, and materialist pedagogy

Abstract

It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, we argue for a bracketing of a trap of philology and a signifier-signified representational logic through reconceptualizing the atmosphere as a thing that blurs the material-figural boundary and that pushes into a new genre of educational life.