The Development and Testing of the Instructional Beliefs Model

This article presents the Instructional Beliefs Model which forwards that teacher behaviors, student characteristics, and course-specific structural issues combine to influence students' instructional beliefs. Through these instructional beliefs, the first-order variables influence student lear...

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Bibliographic Details
Published in:Communication education 2011-01, Vol.60 (1), p.51-74
Main Authors: Weber, Keith, Martin, Matthew M., Myers, Scott A.
Format: Article
Language:English
Subjects:
Behavior
Beliefs
Classroom Communication
Course Organization
Immediacy
Instruction
Instructional design
Instructional Theory
Learning
Motivated Strategies for Learning Questionnaire
Motivation
Outcomes of Education
Student Attitudes
Student Characteristics
Teacher attitudes
Teacher Behavior
Undergraduate Students
United States (Mid Atlantic States)
Validity
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Summary:This article presents the Instructional Beliefs Model which forwards that teacher behaviors, student characteristics, and course-specific structural issues combine to influence students' instructional beliefs. Through these instructional beliefs, the first-order variables influence student learning outcomes. Three studies were conducted to investigate the validity of this model and to test this model against other dominant instructional communication models (specifically, the Affective Learning Model, the Motivation Model, and the Immediacy Model). Results from these studies provide support for the Instructional Beliefs Model as a theoretical framework for future research.
ISSN:0363-4523
1479-5795
DOI:10.1080/03634523.2010.491122