An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom

Baker, Jason D.

doi:10.1016/j.iheduc.2003.11.006

Cited by 122 publications

(91 citation statements)

References 19 publications

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“…In a meta-analysis of 35 studies examining the relationship between teacher immediacy and cognitive learning, Hess and Smythe (2001) asserted that while most research offers only moderate correlations between immediacy and cognitive learning, the experience of liking and feeling close to the instructor led to positive effects in the classroom. Baker (2004) later further affirmed the correlation between immediacy and affective learning. Russo and Benson (2005) determined that perceptions of the instructor's presence were significantly correlated with both affective learning and with student learning satisfaction, an outcome in an online class that is consistent with findings on teacher immediacy literature in traditional classes.…”

Section: Immediacy In Higher Educationmentioning

confidence: 86%

Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

Melrose

Bergeron

2006

IRRODL

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Instructional immediacy is an established communication strategy that teachers can implement to create engaging learning environments. Yet, little is known about experiences distance education learners in graduate study programs have had with immediacy. This article presents findings from a qualitative research project designed to explore healthcare students' ideas about and activities related to instructional immediacy behaviors within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included two focus groups and 10 individual audio-tape recorded transcribed interviews. Content was analyzed by both the primary researcher and an assistant for themes and confirmed through ongoing member checking with participants. The following three overarching themes were identified and are used to explain and describe significant features of instructional immediacy behaviors that healthcare learners who graduated from either a Master of Nursing or Master of Health Studies distance education program found valuable: 1) Model engaging and personal ways of connecting; 2) Maintain collegial relationships; and 3) Honor individual learning accomplishments.

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Section: Immediacy In Higher Educationmentioning

confidence: 86%

Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

Melrose

Bergeron

2006

IRRODL

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“…Affective learning is critical, particularly, for students who are more spontaneous and less linear in their approach to learning. Such students seek emotional experience to truly assimilate [14], [15].…”

Section: B Affective/cognitive Learningmentioning

confidence: 99%

“…There are a few studies that have linked lecturer immediacy behaviour with students' cognitive learning [15]. It has also been shown that cognitive learning can be improved by lecturer immediacy when affective learning mediates between them [16].…”

Section: International Journal Of Information Andmentioning

confidence: 99%

Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

Ghamdi¹

2017

IJIET

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Abstract-Research on communication behaviours in fostering effective learning outcomes has become important, particularly in the distance education setting, where there is no face-to-face communication. Given the issue of physical distance between lecturer and students, the concept of behavioural immediacy aims to encompass behavioural styles that simulate a sense of co-presence in mediated communications to compensate for the lack of direct verbal contact and body language cues. Immediacy behaviours practised by the lecturer in virtual classrooms may reduce their psychological distance from students, creating a more social environment and increasing sensory stimulation, to aid the learning process.This research was undertaken at a university in Saudi Arabia (a premier provider of distance education courses) to investigate the influence of lecturer immediacy (verbal and non-verbal) on the affective and cognitive dimensions of learning in a virtual classroom environment. The results showed a positive significant relationship between affective/cognitive learning and verbal/non-verbal immediacy of lecturers in virtual classrooms. Some gender differences were found showing that male students were more willing than female students to learn when the lecturer practised immediacy behaviours.Index Terms-Distance education, lecturer e-immediacy, verbal and non-verbal immediacy, affective learning, cognitive learning.

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“…Het tijdig antwoorden op vragen vergroot bovendien de kans dat docenten als echte en ondersteunende personen beschouwd worden door studenten. Niet tijdig antwoorden daarentegen vergroot de sociale afstand en verlaagt de motivatie (Baker, 2004;Blignaut & Trollip, 2003). Tijdige en constructieve feedback leidt bovendien tot een betere kwaliteit van de online discussies en studenten hechten er veel waarde aan (Dennen, 2005;Rossman 1999).…”

Section: Het E-learning Ontwerp: Vier Clusters Van Ontwerpelementenunclassified

“…Studenten kunnen tegelijkertijd bijdragen waardoor het gesprek snel en ongeorganiseerd verloopt. De samenhang wordt daardoor onduidelijk en belangrijke opmerkingen dreigen onder te sneeuwen (Milstead, 1998;Clouse & Evans, 2003 (Baker, 2004;King, 2002;Su, Bonk, Magjuka, Liu, & Lee, 2005;Volery & Lord, 2000), dit duurt meestal één tot anderhalf uur, en het is niet verplicht. Dit type spreekuur verhoogt de beschikbaarheid van docenten voor online studenten door directe interactiemogelijkheden te vergroten.…”

Section: Kenmerk 10: Vraagsturing En Flexibiliteitunclassified

Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

Smits¹

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An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom

Cited by 122 publications

References 19 publications

Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

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