A Study on the Effect of Professor's Verbal and Non-Verbal Communication on Learners' Emotional Response and Class Immersion in Non-face-to-face Classes

This study attempted to suggest a way to increase instructional commitment in non-face-to-face education by understanding the effects of professor’s verbal and non-verbal communication on learners' emotional response and instructional immersion in non-face-to-face classes. As a result of the study, first, both the professor’s verbal and nonverbal communication sub-factors (professional image, head and similar language, facial expressions) significantly affected positive emotions, and only head and similar language factors did not affect negative emotions. Second, verbal communication had the greatest impact on class immersion, followed by professional images, facial expressions, heads, and similar languages. Third, it was found that the degree of immersion in class was high when learners felt positive emotional responses. The results of this study can be used as strategic method data for learners to increase emotional response and instructional commitment when using professor’s verbal and non- verbal communication in non-face-to-face classes.