The Institutional Design of Courses: Insights from the Rhetorical and Strategic Study of Credibility

Abstract

How can teachers establish credibility in the classroom? We argue that a teacher seeking to establish credibility in the classroom can look to the insights from the communications studies literature and the strategic games literature. Specifically, this assessment reveals the connection between communication theory and strategic games. We demonstrate the utility of applying what we know from firmly established traditions. We argue that instructors can alter the perception of their competence and trustworthiness through credible commitment mechanisms. We also argue that instructors perceived as competent and trustworthy can facilitate greater learning potential by enhancing the motivational commitment and the imperative commitment of students.