The Impact of Instructor Decision Authority and Verbal and Nonverbal Immediacy on Korean Student Satisfaction in the US and South Korea

Park, Hee Sun; Lee, Seungcheol Austin; Yun, Doshik; Kim, Sunny

doi:10.1080/03634520802450531

Cited by 20 publications

(18 citation statements)

References 46 publications

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“…Compared to US peers, recent research has shown that Korean teachers tend to exhibit much lower levels of nonverbal immediacy when interacting with students (Park et al, 2009). This is despite the fact that student satisfaction levels across a variety of academic settings have been shown to correlate positively with nonverbal immediacy (Pogue & AhYun, 2006;Zhang, 2006;Jaasma & Koper, 1999).…”

Section: Transference Challenges In East Asiacontrasting

confidence: 39%

Scientific Teaching and Active Learning yet to Revolutionize Education in East Asia

Fendos¹

2017

AES

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Science education in the United States has undergone a profound shift in emphasis away from lecture-based and knowledge-based approaches towards more hands-on platforms with emphasis on skill training and maximizing feedback. Of central importance in this movement has been the concept of scientific teaching: the idea of treating education like a scientific subject by performing experiments on educational outcomes. In the last two decades, a wealth of research has been conducted using this principle to examine the effectiveness of a wide range of pedagogical techniques. Of the many methods used to deliver class content to students, active learning has emerged as one of the most powerful. Another critical development in scientific teaching has been the realization of a wide range of standardized assessment tools for quantifying various student outcomes. Despite the convincing nature of empirical evidence in favor of the utility of both scientific teaching and active learning, dissemination of these platforms in average teaching practices has been slow, even in the US. This article reviews the many advances and challenges of scientific teaching reform, ending with a brief commentary of reform experiences in the US and how these may impact East Asia in the near future.

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Section: Transference Challenges In East Asiacontrasting

confidence: 39%

Scientific Teaching and Active Learning yet to Revolutionize Education in East Asia

Fendos¹

2017

AES

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“…As teacher credibility has been shown to impact student outcomes, their findings supported that a relationship exists between teacher immediacy and student course outcomes. Park, Lee, Yun, and Kim (2009) compared Korean students in South Korea and in the U.S. and their perceptions of teacher immediacy. Korean students enrolled in the U.S. university reported higher levels of instructor immediacy.…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university

Wendt¹,

Courduff²

2018

Int J Educ Technol High Educ

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This study employed a correlational research design to determine if a relationship existed between international students' perceptions of teacher immediacy and students' end of course grades in computer-mediated, U.S. graduate courses. Analysis demonstrated a statistically significant negative relationship between teacher immediacy and end of course grades, thus indicating that higher scores on the teacher immediacy scale relate to lower end of course grades. These findings are contrary to previous research findings with U.S. students engaging in computer-mediated courses, thus demonstrating the unique characteristics and needs of international students. Findings hold important implications to the design and delivery of graduate level courses for the international student population and reiterate the need for further investigation regarding the international student experience in U.S. higher education.

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“…However, in the live classroom the concept of instructor 'immediacy' (Mehrabian, 1971) seems related. Studies have identified a range of teacher activities in the traditional classroom that can contribute to this immediacy (Park, Lee, Yun & Kim, 2009;Richmond, Lane & McCroskey, 2006) while other classroom research demonstrates their contribution to effective student engagement (Ghamdi, Samarji & Watt, 2016). In relation to online teaching, Richardson, Koehler, Besser et al (2015) focus on the 'live' exchanges sometimes offered in that context and invoke 'instructor presence' as a related concept.…”

Section: Intersubjectivity Within Lecturingmentioning

confidence: 99%

The video lecture

Crook

Schofield

2017

The Internet and Higher Education

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Vocabulary for describing the structures, roles, and relationships characteristic of traditional, or 'offline', education has been seamlessly applied to the designs of 'online' education. One example is the lecture, delivered as a video recording. The purpose of this research is to consider the concept of 'lecture' as realised in both offline and online contexts. We explore how media differences entail different student experiences and how these differences relate to design decisions associated with each. We first identify five features of traditional lecturing that have been invoked to understand its impact. We then describe a taxonomy of online lecture design derived from digital artefacts published within web-based courses. Analysis of this taxonomy reveals six design features that configure differently the experience of lectures in the two presentational formats: classroom and video. Awareness of these differences is important for the practitioner who is now increasingly involved in developing network-based resources for learning.

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The Impact of Instructor Decision Authority and Verbal and Nonverbal Immediacy on Korean Student Satisfaction in the US and South Korea

Cited by 20 publications

References 46 publications

Scientific Teaching and Active Learning yet to Revolutionize Education in East Asia

Scientific Teaching and Active Learning yet to Revolutionize Education in East Asia

The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university

The video lecture

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