An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom

Jason D. Baker

Internet and Higher Education Vol. 7, No. 1 (2004) pp. 1–13

A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive...

Language: English

Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

Brian L. Kuyatt; Jason D. Baker

Journal of College Science Teaching Vol. 43, No. 5 (May 2014) pp. 14–19

This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice...

Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction

Robert Woods; Jason D. Baker; Dave Hopper

Internet and Higher Education Vol. 7, No. 4 (2004) pp. 281–297

The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that ...

Language: English

Gender Differences in Online Learning: Sense of Community, Perceived Learning, and Interpersonal Interactions

Alfred P. Rovai; Jason D. Baker

Quarterly Review of Distance Education Vol. 6, No. 1 (2005) pp. 31–44

Multivariate statistical analyses were used to determine if there were differences in social community, learning community, and perceived learning between male and female students in 12 online graduate education courses in which female students (n = ...

Immediacy, Cohesiveness, and the Online Classroom

Jason D. Baker; Robert H. Woods

Journal of Computing in Higher Education Vol. 15, No. 2 (March 2004) pp. 133–151

This article highlights instructional communication and distance education research with an emphasis on the social dynamics of the online learning experience and their impact on the learning experience. Literature related to the twin concepts of...

Collaborative Coaching and Networking for Online Instructors

Jason D. Baker; Kristin L. Redfield; Shauna Tonkin

Online Journal of Distance Learning Administration Vol. 9, No. 4 (2006)

This paper presents a model of professional development using collaborative coaching and networking which has been used to improve online instructor effectiveness. Components of the model are presented in the context of a ten-year-old faculty...

How Christianly Is Christian Distance Higher Education?

Alfred P. Rovai; Jason D. Baker; William F. Cox

Christian Higher Education Vol. 7, No. 1 (January 2008) pp. 1–22

The study reported in this paper investigated sense of community and perceived learning in on-campus and online courses at both a Christian university and a state university using a population of graduate students (N = 350). Results suggest that the ...

Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings

Alfred P. Rovai; Mervyn J. Wighting; Jason D. Baker; Linda D. Grooms

Internet and Higher Education Vol. 12, No. 1 (January 2009) pp. 7–13

The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and...

Language: English