Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study investigated whether there are differences between traditional and nontraditional students’ expectations of classroom communication. A discriminant analysis was employed to assess these two groups on linear combinations of six predictor variables, with the results showing that nontraditional students had stronger preference for lectures and computer-mediated communication (CMC) and higher learning motivation than did traditional students. A qualitative analysis of the students’ expectations of exemplary instruction showed that nontraditional students described exemplary teaching as providing outlines and examples when lecturing, caring about students’ understanding of the material, and being open to student questioning, whereas traditional students viewed exemplary teaching as making learning interesting and giving thorough explanations.