Abstract
ABSTRACT The purpose of this investigation was two-fold: (1) to ascertain the extent to which course type (face-to-face or distance) affects instructor credibility; and (2) to examine whether these perceptions differ among New Zealand born and China-born students studying in New Zealand. Using a 2 × 2 factorial MANOVA, findings among New Zealand born and Chinese international students studying in New Zealand revealed that face-to-face students rated teachers as significantly higher on all three aspects of credibility: caring, competence, and trustworthiness. Results also revealed Chinese students rated teachers as significantly higher on all three aspects of credibility. Implications, limitations, and suggestions for future research are discussed.
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