Teaching strategies to promote immediacy in online graduate
                        courses

Fahara, Manuel Flores; Castro, Armida Lozano

doi:10.5944/openpraxis.7.4.228

Cited by 20 publications

(7 citation statements)

References 30 publications

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“…It was evident that e-learning strategies established a supportive rapport that successfully qualifies for quality indicators for the online education system. The results aligned with the study of Rahim 2021 (16) , and Fahara et al, (17) who indicated similar qualities such as time spent in the learning atmosphere, days posted (Course content) on the portal, the number of feedback made to students within a discussion, and timeliness of responses to students' questions and grading of assignments considered as a measure of quality. Students revealed verbal immediacy by calling the students by name, using humor, and encouraging students' input and discussion.…”

Section: Discussionsupporting

confidence: 86%

Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

Ramaiah¹,

Tayyib²,

Alsolami³

et al. 2021

IJST

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Objective: To explore the perception of undergraduate nursing students of second-year courses regarding e-learning experiences, competencies, interests, and values and obtain suggestions for improving such practices organized during the pandemic crisis of Covid-19. Methodology: The present crosssectional descriptive study design attempted to investigate the undergraduate nursing students' experiences related to the quality dimensions of e-learning. Data were collected from 121 undergraduate students of a University in Saudi Arabia who completed a set of reflective questions. Findings: Four themes were generated; instructional immediacy, Self-confidence, Innovative navigation, High Versus Low Stakes Assignments, including the advantages, challenges, and recommendations, are also discussed. Novelty: The article demonstrates the domains of challenges that might impact students' experiences during e-learning amid Covid-19.

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Section: Discussionsupporting

confidence: 86%

Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

Ramaiah¹,

Tayyib²,

Alsolami³

et al. 2021

IJST

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“…Again, the argument can be made that feelings of closeness are relevant to rapport building. Research generally reflects this assumption and implies that immediacy has needed to be a teaching behavior utilized by educators due to students appreciating the nonverbal behaviors highlighted by immediacy (Fahara & Castro, 2015). However, the findings of this study contradict a viewpoint that is widely agreed upon in the field of education.…”

Section: Theoretical Implicationsmentioning

confidence: 44%

“…Further, this finding has the potential of shaping future research on teacher behaviors and preservice teacher education. Immediacy has often been described as feelings of closeness, which one could assume has been relevant to rapport building (Fahara & Castro, 2015). Again, the argument can be made that feelings of closeness are relevant to rapport building.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Establishing Rapport in Higher Education Classrooms

Fitzgerald,

Hooker

2022

AJER

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Teacher-student rapport has been discussed in previous research, but the communicative behaviors that foster it have yet to be identified. The current study looked at several teacher communicative behaviors to determine which are the best predictors of rapport building. The results suggest that students feel rapport is most influenced by a socially supportive teacher. Using humor and demonstrating homophily aid in building rapport as well. These findings suggest that teachers should strive to be socially supportive, humorous, and perceived as similar to students. However, nonverbal immediacy was not found to be a significant indicator of rapport. Studies have indicated that immediacy is an important characteristic for teachers to have, but these findings do not indicate that this characteristic has a positive influence on rapport building between teachers and students. In addition, teacher clarity was found to reduce rapport. This finding is interesting because instructors are taught to be clear, but this characteristic appears to have a negative effect on rapport built between teachers and students. Keywords: rapport, social support, homophily, teacher clarity, humor, immediacy Si des recherches antérieures ont abordé le rapport enseignant-étudiant, elles n’ont pas encore identifié les comportements communicatifs qui le favorisent. La présente étude s'est penchée sur plusieurs comportements communicatifs de l'enseignant afin de déterminer lesquels sont les meilleurs prédicteurs de l'établissement d'un rapport. Les résultats indiquent que les étudiants estiment que le rapport est le plus influencé par un enseignant qui les soutient socialement. Le recours à l'humour et la démonstration de l'homophilie aident également à établir un rapport. Ces résultats suggèrent que les enseignants devraient s'efforcer d'apporter un soutien social, d’avoir de l’humour et d’être perçus comme semblables aux étudiants. Cependant, l'immédiateté non verbale ne s'est pas avérée être un indicateur significatif du rapport. Des études ont indiqué que l'immédiateté est une caractéristique importante pour les enseignants, mais ces résultats n'indiquent pas que cette caractéristique a une influence positive sur l'établissement de rapports entre les enseignants et les étudiants. De plus, on a constaté que la clarté de l'enseignant réduisait le rapport. Ce résultat est intéressant car on apprend aux enseignants à être clairs, mais cette caractéristique semble avoir un effet négatif sur les rapports établis entre les enseignants et les étudiants. Mots clés : rapport, soutien social, homophilie, clarté de l'enseignant, humour, immédiateté

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“…Theoretical frameworks such as the community of inquiry (Garrison et al, 2010) were used to design learning experiences (teaching presence) and communication opportunities to establish trust and shared purpose (social presence) within the LMS (Cooper & Scriven, 2017). Teachers can develop immediacy (psychological closeness) and the learning community through collaborative problem-based or projectbased learning supported with discussion boards (Fahara & Castro, 2015), in which students explained concepts and case studies, shared knowledge and resources, sought help, gave feedback and monitored group effort (Ngai et al, 2019). An LMS and VoiceThread software enabled digital storytelling incorporating peer feedback to encourage reflection, critical thinking and empathy development (Price et al, 2015).…”

Section: Lmssmentioning

confidence: 99%

“…(c) Self-regulated learning was promoted by familiarising students with technologies, clearly communicating expectations, facilitating peer interaction and feedback (Fleischmann, 2019;McCarthy, 2015), and encouraging reflection (Pinya & Rossello, 2016). (d) Climate, emotional engagement and social presence can be promoted through group learning activities with technologies to facilitate collaboration and communication (Fahara & Castro, 2015). Learning designs and technologies can help widen participation through supporting disadvantaged groups (Kreniske et al, 2019, Wilks et al, 2017 and promoting accessibility of learning resources and activities (Stokes, 2017), and provide global perspectives and connections to promote intercultural understanding (Guariento et al, 2016).…”

Section: Implications For Practicementioning

confidence: 99%

A systematic review of digital innovations in technology-enhanced learning designs in higher education

Choi-Lundberg,

Butler-Henderson,

Harman

et al. 2023

AJET

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In the years prior to the COVID-19 pandemic, there was considerable innovation in designing and implementing teaching and learning with technology in fully online, face-to-face and blended modes. To provide an overview of technology-enhanced learning in higher education, we conducted a systematic literature review following PRISMA guidelines of digital innovations in learning designs between 2014 and 2019, prior to emergency remote teaching responses to the COVID-19 pandemic. From 130 publications, we identified eight overlapping categories of digital technologies being deployed across higher education fields: simulation and augmented or virtual reality; Web 2.0; learning management systems; mobile learning; gamification and serious games; various technologies in classrooms; massive open online courses; and other software, websites, applications and cloud computing. We use these publications, supplemented with findings from selected meta-analyses and systematic reviews of specific technologies, as examples to guide educators designing technology-enhanced learning activities in changing circumstances that may require blended or fully online delivery. As the 130 publications had mixed perceived quality, levels of evidence and details of learning designs and evaluation presented, we suggest educators share their innovations following reporting guidelines relevant to their research methodologies, enabling others to consider transferability to other contexts and to build on their work. Implications for practice or policy: Leaders and administrators should support staff development of technological pedagogical content knowledge and teaching as design for student learning. Educators and instructional designers, in designing learning experiences, should consider adult learning theories, inclusive practices and digital equity and leverage multiple technologies to facilitate students learning their curricula. In educational research or scholarship of teaching and learning, researchers should provide sufficient detail to enable readers to assess transferability to their own contexts.

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Teaching strategies to promote immediacy in online graduate courses

Cited by 20 publications

References 30 publications

Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19

Establishing Rapport in Higher Education Classrooms

A systematic review of digital innovations in technology-enhanced learning designs in higher education

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