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Instructor Clarity, Humor, Immediacy, and Student Learning: Replication and Extension

Michelle T. Violanti, Stephanie E. Kelly, Michelle E. Garland, Scott Christen

Communication Studies, 2018. DOI 10.1080/10510974.2018.1466718

Has this study been replicated?

This paper is itself a replication attempt, targeting 3 studies, listed below.

Studies replicated

• The Relationship Between Selected Immediacy Behaviors and Cognitive Learning, Richmond et al. (1987). Annals of the International Communication Association. View paper
• The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning, Chesebro & McCroskey (2001). Communication Education. View paper
• The relationship between student perceptions of instructor humor and students' reports of learning, Wanzer & Frymier (1999). Communication Education. View paper

Cite this record

Violanti, M. T., Kelly, S. E., Garland, M. E., & Christen, S. (2018). Instructor Clarity, Humor, Immediacy, and Student Learning: Replication and Extension. Communication Studies, 69(3), 251–262. https://doi.org/10.1080/10510974.2018.1466718

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