Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

Abstract

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.

Are online learners frustrated with collaborative learning experiences?

“…Spatial and time distances are potential barriers that reduce the probability of spontaneous communication (Grinter, Herbsleb, & Perry, 1999;Romero, 2010;Saunders, Van Slyke, & Vogel, 2004), and the lack of connection, contact and sense of reality, and immediate social presence are strong influences as well as the sense of community (Melrose & Bergeron, 2006;Rettie, 2003, Sallnäs, 2004. Thus, a lack of nonverbal communication cues and a lack of spontaneity serve only to add to participants' ambivalence and uncertainty about the value of their learning (Ragoonaden & Bordeleau, 2000).…”

Online Interest Groups

“…Rourke et al suggest that social presence increases academic, social and institutional integration, resulting in increased persistence and course completion. There are a number of studies that have supported this suggestion, concluding that social presence is created in online learning environments and contributes positively to learning, satisfaction and persistence in online learning (Aragon, 2003;Mayne & Wu, 2011;Melrose & Bergeron, 2006;Richardson & Swan, 2003;Russo & Benson, 2005;Swan & Shih, 2005;Tu, 2002). On the other hand, feelings of isolation can be exacerbated when students do not feel a sense of social presence or when they do not feel that they are part of a community (Jung, 2001).…”

Actions of Their Own to Learn

“…Research exploring online graduate students' perceptions of instructional immediacy highlighted that learners value instructional behaviours that model engaging and personal ways of connecting; that maintain collegial relationships; and that honour individual learning accomplishments (Melrose & Bergeron, 2006). Examples include instructors posting self-introductions that include pictures and appropriate personal and professional information, creating a course document incorporating biographical information for each member of the class, and choosing words with gentle connotations (Melrose & Bergeron, 2006).…”