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Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes
Article

, Da-Yeh University, Taiwan ; , University of Kansas, United States

International Journal on E-Learning Volume 7, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study used quantitative measures to gather data from online students to analyze the effects of perceptions about teacher verbal immediacy and classroom community on students' level of satisfaction, perceived learning, and online discussion frequency. Using convenience sampling, 214 students were recruited from undergraduate and graduate online courses. A bivariate correlation, multiple linear regression, and two-way analysis of variance (ANOVA) were used for data analysis. The Pearson coefficients demonstrated the effects of teacher verbal immediacy and sense of classroom community on satisfaction and perceived learning were positive. Multiple regression analysis revealed that sense of classroom community was the only significant factor able to explain variability of satisfaction and perceived learning. Teacher verbal immediacy was shown to be the only significant predictor of online discussion frequency. The ANOVA results indicated that students in person-oriented courses perceived higher degree of teacher verbal immediacy and sense of classroom community, regardless of their gender. Results of this study suggested that the development of sense of classroom community is critical to enhance students' satisfaction and perceived learning. In addition, the role of teacher verbal immediacy is important in online discussion. Teachers should develop communication behaviors that reduce social and psychological distance in the online learning environment.

Citation

Ni, S.F. & Aust, R. (2008). Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes. International Journal on E-Learning, 7(3), 477-498. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2019 from .

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Cited By

  1. Teacher Immediacy: The Relationship with Perceived Learning and Student Outcomes in the US International Classroom

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    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 976–980

  2. Sense of Community, Perceived Learning, and Self-Regulation: Do they matter to online students?

    Robin Spruce, Old Dominion University, United States; Rober Lucking, Old Dominon University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1576–1581

  3. A Brief Examination of Immediacy Behaviors in Online Learning Environments

    Danny Rose, UNT/DBU, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 823–826

  4. Fostering Immediacy in the Online Classroom

    Danny Rose, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 503–506

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.