Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning
Abstract
There is much disagreement among instructional communication scholars concerning the appropriate means to measure cognitive learning. Significant differences have emerged between studies that rely on perceptual versus performance measures of learning and the issue has been the subject of much recent debate in research on teacher immediacy. The present study sought to compare instruments commonly used to assess perceived learning (learning loss...
Paper Details
Title
Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning
Published Date
Jan 1, 2009
Journal
Volume
58
Issue
1
Pages
110 - 123
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