hand, out-of-class interaction is interaction between faculty and students in informal way. Thatinteraction can be done in many ways, such as talking to students, attending student’s activities,and having chat through internet. Although there has been a fair amount of research on out-of-class student-faculty interaction on students’ perception, few studies have focused on thatinteraction based on faculty perception. Therefore, the purpose of this study was to examinefaculty perception of out-of-class interactions with students and to determine the relationshipamong personal values, time constraints, attitudes toward doing interaction and faculty-studentout-of-class interaction.
1.1 Justifications for the research
This research can be justified on these two grounds: (1) the importance to understand the faculty-student interaction, and (2) the lack of research on faculty – student out-of-class interaction fromthe lecturer’s perspective.
The importance to understand the faculty-student interaction
. Education is an interactive process between student and faculty. Research has shown that faculty-student interaction, in and out-of-class is one of the important factors associated with student development (Umbach &Wawrzynski, 2008; Kim & Sax, 2007; Garrett & Zabriskie, 2004). Furthermore, students havemore positive perceptions of supportive campuses where faculty members interact frequentlywith the students (Umbach & Wawrzynski, 2008). Thus, there is a need to understand the faculty-student interaction in and out of the classroom. An understanding of that interaction can providevaluable insight not only for faculty but also to the university as a whole.
The lack of research on faculty – student out-of-class interaction from the lecturer’s perspective
.Conducting empirical research that focuses on faculty-student out-of-class interactions willcontribute to the literature on faculty-student interaction. This is because despite the extensiveresearch addressing student-faculty out-of-class interaction (for example: Kim & Sax, 2007; Laird& Cruce, 2007; Garrett & Zabriskie, 2004; Lundberg & Schreiner, 2004; Bradley, Kish, Krudwig,Williams, & Ontario, 2002; Mook, 2002; Jaasma & Koper, 2001), not many research on student-faculty out-of-class interaction is conducted (Frankel & Swanson, 2002). Specifically, it isimportant to understand education based on both student and faculty perspectives. If only one perspective is frequently measured, the results will be wrong.
2. Literature review2.1 Interpersonal communication
Interpersonal communication is defined as the process through which people create and managetheir relationship and exercising mutual responsibility in creating meaning (Verderber, Verderber,& Berryman-Fink, 2007). Interpersonal communication is important because it serves people’sneeds. In other words, we need to interact with other people to meet a range of human needs suchas physical needs, safety needs, belonging needs, self-esteem needs, and self-actualization needs.
Models of interpersonal communication
According to Wood (2004), there are three models of interpersonal communication: linear model,interactive model, and transactional model. The linear model shows that communication is a one-way process in which one person acts on another. This model has three major weaknesses. First,this model shows that communication is flowing in only one direction, from a sender to areceiver. In other words, the listeners only listen and never give feedback. Second, a linear modelshows listeners as passively absorbing senders’ messages but not as having any impact on sender.