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1 apa celebration of knowledge #2 2 apa celebration of knowledge #2 APA Celebration of Knowledge #2 Shen Zhang University of Kentucky APA Celebration of Knowledge #2 In instructional communication, student motivation has been a long-debated topic that goes back to the late 20th century (Frymier - 1993). To date, much of the literature examining instructor and student learning has been examined from the face-to-face classroom environment (Castle and McGuire, 2010), leaving online learning environments a prime area to study. According to Castle & McGuire (2010) online delivery of learning materials has several benefits towards learning outcomes for students. In 2016, nearly five million undergraduate students were enrolled in an online course or program (Hofer, 2006). Within higher education, technological advancements such as online learning has had a direct impact on how knowledge is transferred towards students (Hofer, 2006). Hofer, 2006 states that motivation is a number one barrier in knowledge transfer in higher education. Further, Hendricks and Sousa, 2006, states that motivation is needed from a source when communicating information to a recipient. Moreover, if motivation is lacking it could negatively impact an organizational structure by not achieving the goals that were set in place. Instructors play an incredibly important role in students’ education (Frisby and Martin, 2010). Furthermore, according to R. Kaufmann, D. Sellnow, & B. Frisby (2016) research regarding online education is limited. Given that more and more students are enrolling in online classes, this affords our scholarly attention. In the journal of Management Communication Quarterly, Real (2010) argues that within communication there should be more intersectionality of theory guided research. This study seeks to utilize rhetorical and relational goals theory (RRGT; Mottet et al., 2006). RRGT examines rhetorical and relational goals that align from an instructor to meet students’ learning goals. RRGT has been primarily used to examine rhetorical and relational goals in a traditional classroom setting (Frisby et al., 2013; Goldman et al., 2017; Myers et al., 2018). Research is limited in its empirical inclusion to examine online classroom environments (Kaufmann et al., 2016; Kaufmann & Vallade, 2020). Moreover, within instructional communication research is limited in its application of experimental methodology. As such, this study seeks to make theoretical and methodological contributions to instructional communication literature. Thus, this study seeks to further expand RRGT to examine online classroom environments through the Solomon four-group design to experimentally tested motivational messages guided by rhetorical and relational goals. Rhetorical and Relational Goals of Instruction Theory According to Mottet, T. P., Frymier, A. B., & Beebe, S. A. (2006), “both teachers and students bring to the classroom their own knowledge, expectations, experiences, culture, personalities, and intelligence” (p.256). Due to this inevitable interaction, Mottet et al. (2006) created RRGT as a framework to help explain and examine techniques used by instructors to self-disclose information to their students. Frisby et al. (2013) states that due to the expectations and experiences that occur in the classroom, RRGT postulates that instructors must meet the students’ goals to achieve a maximum learning environment. RRGT identifies two types of goals that instructors hope to achieve in the classroom: rhetorical and relational (Mottet et al. 2006). Rhetorical goals are when the instructor achieves effective dissemination of knowledge by focusing on delivery and retention of course information (e.g., positive grades) (Mottet et al., 2006). Relational goals indicate any type of classroom communication to promote positive instructor-student relationship and enhance affective learning outcomes (e.g., rapport or student interests) (Mottet et al., (2006) As such, Mottet et al. (2006) propose six propositions to RRGT: (1) All students have both rhetorical and relational needs that shape their learning objectives and behaviors; (2) Instructors have rhetorical and relational goals for their students, which shape behaviors they enact to foster learning; (3) Effective teaching occurs when instructors utilize appropriate communication strategies and behaviors to facilitate rhetorical and relational goals; (4) Students experience greater motivation, satisfaction, and learning when their rhetorical and relational goals are met; (5) Instructors’ goals and the way they seek to achieve them are dependent upon context and grade level; (6) Students’ relational and rhetorical needs vary as they mature throughout their education and are the product of the academic context. Given the goals and propositions proposed by the authors, RRGT has been widely used by instructional communication scholar to examine effective teaching behaviors on students’ rhetorical and relational needs. Next, to be discussed are a few scholarly applications of RRGT. References Castle, S. R., & McGuire, C. J. (2010). An analysis of student self-assessment of online, blended, and face-to-face learning environments: Implications for sustainable education delivery. International Education Studies, 3(3), 36-40. Frisby, B. N., Limperos, A. M., Record, R. A., Downs, E., & Kerscmar, S. E. (2013). Students’ perceptions of social presence: Rhetorical and relational goals across three mediated instructional designs. Journal of Online Learning and Teaching, 9(4), 468 – 480. Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146-164. Frymier, A. B. (1993). The Impact Of Teacher Immediacy On Students' Motivation: Is It The Same For All Students?. Communication Quarterly, 41(4), 454-464. Goldman, Z. W., Cranmer, G. A., Sollitto, M., Labelle, S., & Lancaster, A. L. (2017). What do college students want? A prioritization of instructor behaviors and characteristics. Communication Eduation, 66(3), 280-298. Hendricks, P.H.J., & Sousa, C.A.A. (2006). Motivation for prior knowledge work. In D. Schwartz (Ed.), Encyclopedia of knowledge management (pp.749-756). Idea Group Reference. Hofer, F. (2006). Knowledge transfer. In D. G. Schwartz (Ed.), Encyclopedia of Knowledge Management (pp. 544-550). IGI Global. Kaufmann, R., Sellnow, D. D., & Frisby, B. N. (2016). The development and validation of the online learning climate scale (OLCS). Communication Education, 65(3), 307–321. https://doi.org/10.1080/03634523.2015.1101778 Kaufmann, R., & Vallade, J. (2020). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1749670. Mottet, T. P., Frymier, A. B., & Beebe, S. A. (2006). Theorizing about instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 255–282). Allyn & Bacon. Myers, S. A., Baker, J. P., Barone, H., Kromka, S. M., & Pitts, S. (2018). Using rhetorical/relational goal theory to examine college students’ impression of their instructors. Communication Research Reports, 35(2), 131-140. Real, K. (2010). Health-related organizational communication: A general platform for interdisciplinary research. Management Communication Quarterly, 24(3), 457-464.