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The Relationship between Online Teacher Immediacy Behaviors and Online Instructional Effectiveness
PROCEEDINGS

, University of Houston, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examined the relationship between instructor immediacy and instructional effectiveness of online teaching. Significant positive correlations were found between immediacy and students ratings of instructional effectiveness. Students who observed frequent immediacy behaviors in their instructors were more inclined to give high ratings to such things as the overall quality if instruction and the overall quality of course. Furthermore, the findings of this study have theoretical and methodological implications for the online instructional behavior research and the assessment of affective teaching.

Citation

Kim, H.Y. (2004). The Relationship between Online Teacher Immediacy Behaviors and Online Instructional Effectiveness. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1954-1959). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2020 from .

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