ABSTRACT
This chapter describes the origins of the affective learning research program in the communication discipline and introduce readers to pivotal contemporary research on affective approaches and methods. It presents the communication construct and differential views of how it is measured. It begins by introducing Bloom's Taxonomy as a framework to define affective learning and distinguish it from other measures of student affect. Another study by Mottet et al. explored the relationship between students' perceptions of teachers' instructional communication behaviors and self-reported affective learning in math and science. One departure from the typical use of the original affective learning measure was reported by Messman and Jones-Corley. Messman and Jones-Corley developed a course-specific measure of affective learning with 18 evaluative statements regarding the actual course content. To examine affective learning as change, an appropriate experimental design utilizing baseline data is required to document the impact of instruction on specific student learning outcomes that are related to explicit course objectives.
