The effects of instructor immediacy and student cohesiveness on affective and cognitive learning in the online classroom
Jason Douglas Baker, Regent University, United States
Regent University . Awarded
This study examined the effects of instructor immediacy and student cohesiveness on affective and cognitive learning in the online classroom. One hundred forty-five students enrolled in online graduate courses at multiple institutions during the Fall 2000 semester evaluated instructor immediacy, student cohesiveness, affective and cognitive learning through the use of a Web-based survey instrument. It was hypothesized that immediacy and cohesiveness would be positively correlated with affective learning, cognitive learning, and each other. The data reflected that instructor immediacy was significantly correlated with affective and cognitive learning while student cohesiveness demonstrated significant curvilinear relationships with affective learning and immediacy. In the overall causal model, however, instructor immediacy was the singular predictor of affective and cognitive learning. Such results reinforce the continued influential role of the instructor even in the online learning experience while exposing a more complex relationship between immediacy and cohesiveness than originally hypothesized.
Baker, J.D. The effects of instructor immediacy and student cohesiveness on affective and cognitive learning in the online classroom. Ph.D. thesis, Regent University.
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