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An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom
ARTICLE

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 October 19, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2003.11.006

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