The impact of faculty member's communication behaviours on student satisfaction: the role of cognitive and affective learning and student's motivation

Abstract

Although the benefits of faculty member's communication behaviours have been examined and discussed in earlier studies, they have been mostly done in the context of traditional classrooms or online learning. This study examines the effect of faculty member's communication behaviours on student's motivation which further impacts students' affective and cognitive learning. Further, this study also investigates the relationship between student's learning (affective learning and cognitive learning) and students' satisfaction in the case study method of teaching. The hypothesised relationships were tested using a sample of 265 post-graduate management students from the Business School of India. The results indicated that faculty member's communication behaviours had a positive effect on student's motivation and student's motivation had a positive effect on the affective and cognitive learning. Further, cognitive learning and affective learning were found to have significant positive impact on student's satisfaction.