Interaction and Immediacy in Online Learning

Woods, Robert H.; Baker, Jason D.

doi:10.19173/irrodl.v5i2.186

Cited by 97 publications

(56 citation statements)

References 22 publications

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“…There have been research attempts to discover and document better practices for distance teachers to face and to solve the potential problems related to student's learning, fatigue, failing or dissatisfaction (Dennen, Darabi & Smith, 2007). Woods and Baker (2004) add that, when interaction is encouraged, it leads students to positive communication behaviors, like immediacy or psychological closeness with their teacher, social presence and a feeling of community inside the online classroom. Mehrabian (1967b), widely considered the creator of immediacy theory, defines it as the degree in which select communication behaviors improve physical or psychological closeness in interpersonal communication.…”

Section: How Do Teachers Promote Immediacy Through Interaction With Tmentioning

confidence: 99%

“…Non-verbal forms refer to psychological closeness through physical communication behaviors, like face expressions, visual contact, posture, proximity, and touch, on the other hand, verbal forms refer to a sense of psychological closeness created through a choice of words. For example, using the word "us" promotes a deeper closeness in relationships and is considered more immediate than "you and me" (Woods & Baker, 2004). In an online modality, this is achieved by the word selection of written messages found in emails and work and discussion forums.…”

Section: How Do Teachers Promote Immediacy Through Interaction With Tmentioning

confidence: 99%

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Teaching strategies to promote immediacy in online graduate courses

Fahara

Castro

2015

Open Praxis

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The present study is the result of the research question: How do teachers promote immediacy through interaction with their students in online graduate courses? Research was carried out at Tecnológico de Monterrey, a Mexican private university that offers online courses. The research methodology employed a qualitative approach of virtual ethnography, which entails non-participative observation and interviews with head professors and teaching assistants with the purpose of exploring the manner in which teachers foster immediacy in the discussion forums of online courses. The findings are organized into three main categories: instructional design, forms of communication and teaching strategies promoting immediacy, which show the manner in which teachers use immediacy when interacting with their students; immediacy that was also found in the administrative and academic forums of the online courses researched.

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Section: How Do Teachers Promote Immediacy Through Interaction With Tmentioning

confidence: 99%

Section: How Do Teachers Promote Immediacy Through Interaction With Tmentioning

confidence: 99%

Teaching strategies to promote immediacy in online graduate courses

Fahara

Castro

2015

Open Praxis

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“…These findings are consistent with Arbaugh's (2001) work with MBA students. They provide support to Woods and Baker's (2004) call to create more opportunities for authentic immediacy within online instruction. And, the idea of intentionally using verbal cues to project warmth, sensitivity and sociability is not significantly different from the ideas about immediacy first identified by Albert Mehrabian in the 1960s.…”

Section: Discussionmentioning

confidence: 99%

“…Hutchins (2003) posited that instructor success with immediacy behaviors could advance the current theoretical framework for enhancing instructional effectiveness in distance education. Woods and Baker (2004) suggested that instructors can positively affect the quality of communication in the online environment when they move from mere interaction to authentic immediacy and interpersonal closeness.…”

Section: Immediacy In Higher Educationmentioning

confidence: 99%

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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“…Following Bandura's supposition, high levels of interaction which promote social engagement can have positive effects on the learning experience. Woods and Baker [6] suggested that failing to consider the relational dynamics in the online setting may produce greater social isolation among distance learners, reduced levels of student satisfaction, poor levels of student satisfaction, poor academic performance, and increased attrition.…”

Section: Interactivity In Learningmentioning

confidence: 99%