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The Relationships among Instructional Immediacy, Perceived Cognitive Learning, and Instructional Effectiveness
PROCEEDINGS

, Armstrong Atlantic State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The main purpose of this research is to investigate the relationships among instructional immediacy, perceived cognitive learning, and instructional effectiveness. The verbal- and non-verbal immediacy competencies were modified and developed from instructional immediacy behaviors in traditional settings and used for the items of the survey. The data will be analyzed and presented in four dimensions of online instructional immediacy: affective interaction, cognitive interaction, course presentation and organization, and technology adoption.

Citation

Kim, H.Y. (2009). The Relationships among Instructional Immediacy, Perceived Cognitive Learning, and Instructional Effectiveness. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2832-2840). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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