The revised learning indicators scale

Abstract The measurement of learning, particularly cognitive learning, has been problematic in instructional communication research. In an effort to address some of the methodological problems, Frymier, Shulman, and Houser (1996) developed a learning indicators scale. Several of the items in this scale involved communication behaviors. In this study it was hypothesized that students with a predisposition to avoid communication would score low on such a scale because of their avoidance of communication, confounding the learning indicators scale with communication apprehension. The learning indicators scale was revised to eliminate the communication based items. The revised scale was uncorrelated with communication apprehension as predicted, and positively correlated with learner empowerment, nonverbal immediacy, affective learning, state motivation, and grades.