Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style

Abstract

The current study examined student perceptions of instructor humor orientation, assertiveness, and responsiveness as antecedents of out-of-class communication (OCC) between instructors and students. Perceptions of instructor humor orientation were positively associated with the frequency of formal as well as informal OCC, student satisfaction with OCC, and three topics of student-instructor conversation. Perceptions of instructor responsiveness, but not assertiveness, were positively associated with frequency of informal OCC and with satisfaction with OCC. Overall, humor orientation was superior as a predictor of formal and informal OCC frequency, while instructor responsiveness best predicted student satisfaction with OCC. Findings imply that instructors can increase the frequency of OCC with their students, especially informal OCC, by exhibiting humorous dispositions. By using a responsive manner, instructors can promote student satisfaction with OCC.