The impact of lecturer nonverbal expressiveness on improving mediated instruction

Abstract

This study examined the impact of video taped‐lecturer communication style on student learning. The lecturer was video taped employing three different levels of nonverbal expressiveness and these tapes were presented to different student audiences. Lecturer nonverbal expressiveness predicted 22% of the variance in student affective learning, but it was not a significant predictor for behavioral commitment or cognitive learning. These relationships, as well as the implications for videotaped instruction, are discussed.