Academic and Social Integration in the Basic Communication Course: Predictors of Students' Out-of-Class Communication and Academic Learning

Abstract

Drawing from Tinto's (1975) interactionalist theory, we examined academic and social integration in the basic communication course classroom and students' continued learning activities outside of the classroom, which Kuh (1995) identified as the other curriculum. A total of 427 undergraduate students enrolled in 24 sections of public-speaking courses reported on their perceptions of instructor clarity and rapport, classroom connectedness, out-of-class communication (OCC), and out-of-class self-regulated and peer learning. Overall, results revealed instructor rapport and connectedness were positively associated with students' OCC, self-regulated learning, and peer learning. In contrast, instructor clarity was negatively related to students' reports of OCC and peer learning. These results suggest social integration in the classroom may facilitate students' continued learning activities outside of the classroom.