Relationship Between Affective Learning, Instructor Attractiveness and Instructor Evaluation in Videoconference-Based Distance Education Courses

Abstract

This paper is intended to reveal the results of a study in which the relationship between learners' perceptions of affective learning, instructors' attractiveness and instructor evaluations in a videoconference based distance education course was investigated. An online survey instrument was used to collect quantitative data. A series of Pearson product-moment correlation coefficient was computed to assess the relationships between these variables. The results have shown that there were positive correlations between task attractiveness, social attractiveness, affective learning and instructor evaluations in videoconference-based open and distance courses. Overall, almost all of these correlations were moderate level except the ones between the instructor evaluations and task attractiveness as well as the instructor evaluations and the social attractiveness. Positive, strong relationships were observed between these variables. Increases in task and social attractiveness were correlated with increase in the instructor evaluations.