The purpose of this study was to examine behaviors inherent in the instructional use of humor from the student's perspective in an online university. The humor-learning relationship, communication of immediacy, curriculum design and development of the online classroom, are areas of instruction that may be advanced by data gleaned from this research. This study was based on a quantitative research design which utilized a 51 item descriptive survey. Data was collected from 103 students enrolled in an online course at a university. The results imply that students participating in online classes report more learning behaviors when their instructor seemingly has high humor orientation, places significant value on the use of humor in their teaching/learning presentation and begins class with humorous material.
|Commitee:||Crable, April, Ogle, Nick|
|Department:||School of Psychology and Counseling|
|School Location:||United States -- Virginia|
|Source:||DAI-A 75/12(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology|
|Keywords:||Humor, Instruction, Online, Teaching, University|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be