Which dimensions of clear teaching are most important? Dominance analysis and random forests.
Instructional clarity is an effective teaching behavior that has consistently been linked to positive classroom outcomes. Because instructional clarity is multidimensional, college instructors should know which dimensions are most important for predicting student success. We asked 434 students to re...
| Publicado en: | Communication Quarterly Vol. 74; no. 4; pp. 416 - 440 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Eastern Communication Association
Sep/Oct2026
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=196477956&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 196477956 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463373 CQT jtl: Communication Quarterly issn: 01463373 maglogo: N pubinfo: dt: Sep/Oct2026 vid: 74 iid: 4 pid: 1121 pub: Eastern Communication Association artinfo: ui: 196477956 10.1080/01463373.2026.2706584 ppf: 416 ppct: 24 formats: tig: atl: Which dimensions of clear teaching are most important? Dominance analysis and random forests. aug: au: Bolkan, San Goodboy, Alan K. su: Cognitive load Teaching methods Random forest algorithms Effective teaching College teaching Academic motivation sug: subj: Cognitive load Teaching methods Random forest algorithms Effective teaching College teaching Academic motivation keyword: Clarity dominance analysis random forests Clarity dominance analysis random forests ab: Instructional clarity is an effective teaching behavior that has consistently been linked to positive classroom outcomes. Because instructional clarity is multidimensional, college instructors should know which dimensions are most important for predicting student success. We asked 434 students to report on their experiences in a college classroom to investigate how five clarity dimensions (i.e., fluency, reducing working memory overload, interaction, coherence, and structure) predicted variables associated with students' ability (i.e., organization and extraneous cognitive load) and motivation (i.e., perceptions of cost and self-efficacy) to process course material and to determine which dimensions were more (or less) important. Using dominance analysis and random forests, results indicated that all dimensions of instructor clarity were valuable. Reducing students' working memory overload was deemed highly important for variables associated with students' ability and motivation to process course information. Structure also stood out for its impact on variables associated with students' ability to process course information. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|