Dissertation/Thesis Abstract

Student Perceptions of Instructional Use of Humor in the Online Classroom
by Scarborough, Jackie S., Ph.D., Regent University, 2014, 111; 3632013
Abstract (Summary)

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.

Indexing (document details)
Advisor: Underwood, Lee
Commitee: Crable, April, Ogle, Nick
School: Regent University
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
Publication Number: 3632013
ISBN: 978-1-321-11238-2
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