Predicted Outcome Value of E-mail Communication: Factors that Foster Professional Relational Development between Students and Teachers

Abstract

Using predicted outcome value theory as a guide, this study investigated the link between e-mail correspondence as a form of computer mediated extra class communication and how it may shape students’ desire to foster student–teacher relational development. The findings revealed that when students believe their teacher e-mails the class frequently, when students view e-mails from their teachers as being immediate, when students e-mail teachers for procedural/clarification reasons, and when students do not e-mail teachers simply as a means of efficiency, then these factors increase students’ likelihood to value developing a student–teacher relationship. The important role of e-mail in the escalation or termination of professional relational development among students and teachers is discussed.