An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom
ARTICLE
Jason D. Baker
Internet and Higher Education Volume 7, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor verbal immediacy and affective and cognitive learning in the online classroom. One hundred and forty-five online learners evaluated instructor immediacy, affective, and cognitive learning through the use of a Web-based survey instrument. The results of this study found that students who rated their instructors as more verbally immediate expressed greater positive affect and higher perceived cognition than students taught by less immediate instructors. These results are consistent with similar studies in traditional courses and reinforce the influential role of the instructor in creating a conducive online learning environment.
Citation
Baker, J.D. (2004). An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom. Internet and Higher Education, 7(1), 1-13. Elsevier Ltd. Retrieved May 22, 2022 from https://www.learntechlib.org/p/102598/.
This record was imported from
Internet and Higher Education
on January 29, 2019.
Internet and Higher Education is a publication of Elsevier.
Keywords
Cited By
View References & Citations Map-
On-campus, distance or online? Influences on student decision-making about study modes at university
Matthew Bailey, Maree Gosper, Dirk Ifenthaler, Cheryl Ware & Mandy Kretzschma
Australasian Journal of Educational Technology Vol. 34, No. 5 (Nov 25, 2018)
-
Essential Attributes for Online Success: Student Learning Preferences and Faculty Teaching Styles
Natalie Abell & Melissa Cain, The University of Findlay, United States; Cheng-Yuan Corey Lee, Coastal Carolina University, United States
International Journal on E-Learning Vol. 15, No. 4 (2016) pp. 401–422
-
An investigation of practices and tools that enabled technology-mediated caring in an online high school
Andrea Velasquez, Charles Graham & Richard West, Brigham Young University
The International Review of Research in Open and Distributed Learning Vol. 14, No. 5 (Oct 31, 2013)
-
Effective Online Communication in Higher Education
Sandra Rogers, University of South Alabama, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1663–1671
-
Effective Online Communication in Higher Education
Sandra Rogers, University of South Alabama, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2614–2625
-
Online Teaching Effectiveness: A Tale of Two Instructors
Paul Gorsky & Ina Blau, Open University of Israel
The International Review of Research in Open and Distributed Learning Vol. 10, No. 3 (May 27, 2009)
-
Reconsidering Student Support: Student Perception of Support and Learning Outcomes
Sang Joon Lee, Sandhya Srinivasan, Trudian Trail, David Lewis & Samantha Lopez, University of South Florida, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 549–553
-
Virtual Worlds: Exploring Potential for Educational Interaction
Peter Albion, University of Southern Queensland, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5100–5107
-
Becoming Jane: Designing a Virtual Online Student
Lynette Nagel, University of Pretoria, South Africa; Seugnet Blignaut, University of the North West, Potchefstroom Campus, South Africa
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4312–4320
-
Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes
Shu-Fang Ni, Da-Yeh University, Taiwan; Ronald Aust, University of Kansas, United States
International Journal on E-Learning Vol. 7, No. 3 (July 2008) pp. 477–498
-
The Impact of Affective Communications on Students' Perceptions and Performance in an Online University Course
Claire Gordon, Esther Klein-Wohl & Tova Persoff, The Open University of Israel, Israel
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 395–399
-
Learning Attributes Essential for Online Success: An Instrument for Assessing and Supporting Students
Cheng-Yuan Lee, Natalie Abell & Melissa Cain, The University of Findlay, United States; Brian Bender, Apollo Career Center, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 701–706
-
So Far But Yet So Close: Student Chat Room Immediacy, Learning, and Performance in an Online Course
Susan Pelowski, University of Hawai`i West O`ahu, United States; Langley Frissell, Hawai`i Pacific University, United States; Kyle Cabral, Bowling Green State University, United States; Theresa Yu, University of Hawai`i West O`ahu, United States
Journal of Interactive Learning Research Vol. 16, No. 4 (October 2005) pp. 395–407
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.