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Online instructor strategies: A study of instructor immediacy and student perceived learning at a community college

, Capella University, United States

Capella University . Awarded


The purpose of this study was to determine the extent to which instructor immediacy correlated with online community college students' perceived learning. The research questions that were investigated in the study focused on online instructor immediacy as it relates to praise (words of approval), encouragement (words of support) and examples provided during assignment feedback, in email and discussion posts. The sample consisted of 733 online community college students. Students completed an online survey on perceived learning gains and effective instructor immediacy. Correlation analysis was completed and the results indicated that instructor immediacy, that is, praise and encouragement, were significantly related to the online students' perceived learning provided through feedback from assignment, emails, and discussion posts. Among the online students' perceived learning, student gains in integrating the class ideas with previous knowledge was affected the most. The findings of this study strengthen the claim of the past researchers that online students felt that all interactions with instructors were important. It is hoped that the findings of this study increase understanding of instructor immediacy that correlates to student perceived learning. Recommendations include providing opportunities during online courses for further instructor immediacy in emails, discussions and feedback. Institutions can provide training for online faculty on how best to implement these strategies. Further research on a similar but larger scale expanding beyond community college students is also recommended.


Corona, S.F. Online instructor strategies: A study of instructor immediacy and student perceived learning at a community college. Ph.D. thesis, Capella University. Retrieved March 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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