The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model

Allen, Mike; Witt, Paul L.; Wheeless, Lawrence R.

doi:10.1080/03634520500343368

Cited by 210 publications

(139 citation statements)

References 21 publications

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“…The findings observed in this study mirror those of the previous studies that have examined the impacts of lecturer immediacy verbal and non-verbal on student affective learning [3], [18]- [21]. For example, Credence [22] found that there were significant differences in students' affective learning based on the application of lecturer immediacy behaviour in an online course.…”

Section: B Discussionsupporting

confidence: 74%

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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Section: B Discussionsupporting

confidence: 74%

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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“…Such attention-getting may lead to an improvement in students' focus and motivation (Martinez-Torres et al 2007) and result in an enhanced learning experience. Allen, Witt, and Wheeless (2006) found that an immediate response from the instructor increased students' motivation and the cognitive mastery of material. …”

Section: Benefits Of Using Text and Instant Messagingmentioning

confidence: 99%

Exploring the use of text and instant messaging in higher education classrooms

Lauricella

Kay

2013

Research in Learning Technology

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This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very comfortable with using both text and instant messaging. Text messaging was used weekly with instructors and daily with peers. Instant messaging was used rarely with instructors but weekly with peers. Students rated text messaging as very useful and instant messaging as moderately useful for academic purposes. Key reasons cited for using both text and instant messaging included saving time, resolving administrative issues, convenience and ease of use. Text messaging appears to be the preferred mode of communication for students with respect to communicating with both peers and instructors. It is concluded that both text and instant messaging are useful and viable tools for augmenting student's communication among peers and faculty in higher education.

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“…This study was designed to examine teacher effectiveness globally as a set of relationships among a number of teacher behaviors and characteristics. This methodology is different from the majority of past research in teacher effectiveness and immediacy, which have examined one or a few constructs in isolation (Allen, Witt & Wheeless, 2006;Johnson & Miller, 2002;Teven & Hanson, 2004). The dynamic relationships involved with a host of teacher communication behaviors and teacher characteristics in relation to teacher effectiveness are to date largely unknown; therefore, a systems approach has great merit in communication education research since it involves discovering how the different teacher communication behaviors and characteristics interact and work together.…”

Section: Introductionmentioning

confidence: 99%

“…For example, past research has shown that immediacy is associated with perceptions of instructor clarity (Powell & Harville, 1990), humor orientation (Wanzer & Frymier, 1999), instructor socio-communicative style (Thomas, Richmond, & McCroskey, 1994), instructor use of behavior alteration techniques (Kearney, Plax, Smith, & Sorensen, 1988), teacher competence and trustworthiness (Teven & Hanson, 2004), motivational factors for student learning (Allen, Witt, & Wheeless, 2006), teacher credibility (Johnson & Miller, 2002), and other positive outcomes. Allen, Witt, and Wheeless (2006) argued that an immediacy learning process exists; however, the interrelationships and the particular content involved in this process need to be examined. They argued that their meta-analysis and previous meta-analysis studies do not capture the function, influence, evaluation, and direct assessment of immediacy in relation to student evaluations of their teachers.…”

Section: Culture and Teacher Immediacymentioning

confidence: 99%

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Georgakopoulos¹

2009

IES

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This study challenges narrow definitions of teacher effectiveness and uses a systems approach to investigate teacher effectiveness as a multi-dimensional, holistic phenomenon. The methods of Nominal Group Technique and Interpretive Structural Modeling were used to assist U.S. and Japanese students separately construct influence structures during facilitation sessions. The influence structures represent maps for understanding teacher effectiveness as a system. The influence maps indicate that there are a number of teacher behaviors and characteristics that promote, support and influence one another within the overall system; however, the plurality of teacher elements, which are structured with priority, concerns teacher knowledge characteristics and verbal teacher immediacy behaviors for both cultural groups. The findings of the study were explored from thematic perspectives in intercultural communication such as power distance, identity and contact orientation. Given the qualitative nature of the study, participants' own theories-in-use were important in the study. Also, Confucianism principles were significant in the Japanese assessment of teacher effectiveness. The study has implications for professors across fields since the majority of professors are educators who have not been formally trained in the education field. The study points to the importance of ongoing faculty development in teacher effectiveness.

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The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model

Cited by 210 publications

References 21 publications

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

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

Exploring the use of text and instant messaging in higher education classrooms

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

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