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Student Perceptions Of Instructor Immediacy In Online Program Courses
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Book Synopsis Student Perceptions of Instructor Immediacy in Online Program Courses by : Anthony Charles Saba
Download or read book Student Perceptions of Instructor Immediacy in Online Program Courses written by Anthony Charles Saba and published by . This book was released on 2018 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The first online course was taught over 30 years ago. Over that time, instructors have primarily used text-based asynchronous communication in the online courses they teach. However, advances in technology over the last ten years have given rise to more opportunities to use new synchronous and semi-synchronous communication technologies (e.g., video, mobile and social networking technologies) in online courses. These advances in technology are likely to not only influence how instructors today communicate in the online courses they teach but ultimately influence their instructor immediacy. Instructor immediacy is the degree of psychological closeness students perceive there to be with their instructor. Overall, though, there has been very little research conducted on instructor immediacy in online learning. Given this, the purpose of this study was to explore behaviors that students perceive to contribute to or detract from instructor immediacy. More specifically, I conducted a sequential explanatory mixed methods research study to investigate student perceptions of instructor immediacy in online programs. Quantitative results found significant and moderate correlations between instructor immediacy and student learning and course satisfaction. Additionally, five themes emerged in the qualitative phase of the study. Synthesis of the results led to seven key findings."--Boise State University ScholarWorks.
Book Synopsis The Effects of Instructor Immediacy in Online Learning Environments by :
Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.
Book Synopsis Creating Teacher Immediacy in Online Learning Environments by : D'Agustino, Steven
Download or read book Creating Teacher Immediacy in Online Learning Environments written by D'Agustino, Steven and published by IGI Global. This book was released on 2016-03-31 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.
Book Synopsis The Effects of Instructor Immediacy in Online Learning Environments by : Maria Schutt
Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by Maria Schutt and published by . This book was released on 2021 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education, coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as “real” in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and perceived social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, perception of social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high-immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low-immediacy sessions. In addition, students who viewed the high-immediacy video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high-immediacy audio group and the low-immediacy video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.
Book Synopsis Power in the Classroom by : Virginia P. Richmond
Download or read book Power in the Classroom written by Virginia P. Richmond and published by Routledge. This book was released on 2012-10-12 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the belief that power is something that is negotiated by participants in the instructional process and with the goal of understanding how communication and power interact, this book looks at power and instruction in many different ways. Drawing from the lessons of the social sciences generally, it examines research that has been conducted by instructional communication specialists, looks at newer approaches to power, presents a status report on what is now known, and points to the divergent directions that offer opportunities for future scholarship.
Book Synopsis Students' Perceptions of Instructor Immediacy in Traditional and Distance Learning Settings by : Joseph Carranza
Download or read book Students' Perceptions of Instructor Immediacy in Traditional and Distance Learning Settings written by Joseph Carranza and published by . This book was released on 2004 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Perceptions of Instructor Communication and Instructor Presence Online by : Kimberley Williams
Download or read book Student Perceptions of Instructor Communication and Instructor Presence Online written by Kimberley Williams and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to contextualize how the communication modes I used, and my presence shape the experiences of students within a single online course. I conducted a qualitative case study in which I collected data from three sources: in-depth qualitative interviews with nine former students of the online course GBA 300, fifteen comments from two student opinions of instruction (SOI) reports, and over two hundred comments from the GBA 300 course GroupMe chat. The data were analyzed using thematic analysis and interpreted through the lens of the Community of Inquiry (CoI) framework with specific focus on instructor presence. The findings of this study suggested that students' experiences were positively shaped by the communication modes I used within the course. The communication modes created an environment for interaction, learning, and participation among students and between students and me. Of the five communication modes used within the study, the discussion board, GroupMe chat, and synchronous video lectures were consistently described. These three communication modes created frequent dialogue exchange and an interactive social environment for students that facilitated students' learning, provided an opportunity for collaboration among students and between students and I, and created a course environment for open communication. The findings of this study also suggested that my presence positively shaped students' online course experiences by allowing for greater instructor immediacy and eliciting feelings of mattering among students. My social and pedagogical interaction with students was facilitated by the various communication modes creating an environment for self-disclosure, consistent feedback, and care within the learning environment. These indicators of instructor presence elicited feelings of mattering where students felt valued, appreciated, and important within the course. By doing so, instructors can create an opportunity for students to develop interpersonal connections and collaborate with their peers and their instructor. This study provided descriptive data and served as an in-depth example that provides a potential solution to the challenges of isolation and lack of participation faced by students within the online learning environment.
Book Synopsis Communication Yearbook 3 by : Dan Nimmo
Download or read book Communication Yearbook 3 written by Dan Nimmo and published by Transaction Publishers. This book was released on 1979-01-01 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Instructor and Student Perceptions of Immediacy Over the Course of a Semester by : Janna Storey Martin
Download or read book A Comparison of Instructor and Student Perceptions of Immediacy Over the Course of a Semester written by Janna Storey Martin and published by . This book was released on 1994 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Research on Developing Engaging Online Courses by : Thornburg, Amy W.
Download or read book Handbook of Research on Developing Engaging Online Courses written by Thornburg, Amy W. and published by IGI Global. This book was released on 2020-01-31 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online instruction is rapidly expanding the way professors think about and plan instruction. In addition, online instructional practices are expanding and changing as new tools and strategies are adopted. It is imperative that programs and institutions of higher education explore increased online options that align with best practices to develop effective and engaging online courses. The Handbook of Research on Developing Engaging Online Courses is an essential research publication that provides multiple perspectives on improving student engagement and success in online courses. This book includes topics focused on the online learner, online course content, and effective online instruction. The content contained within the title is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students.
Book Synopsis Instructor Presence in Online Education by : Jeffrey Barnette
Download or read book Instructor Presence in Online Education written by Jeffrey Barnette and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to research ways and methods that faculty establish instructor presence in an online learning environment in higher education, and how those methods impact students in these learning environments. More specifically, this study analyzed instructor presence by seeking answers to the following question: What online instructional practices do students perceive as valuable to their learning? This study took place at a small, Catholic, liberal arts southeastern university. This study focused only on students enrolled in the distance education program that is offered online. Although some of the students in the online program were traditional college-aged, the majority of them were non-traditional students, many of whom work full-time and balance their school responsibilities with work and family obligations. The University's online program attracts a large number of active or former military students, military spouses, and first-generation college students. The primary data source for the study was a survey that focused on indicators of instructor presence. The instructor presence indicators were compiled primarily from instruments designed to measure instructor presence in online courses and many of the indicators were drawn from the social and teaching presence scales of the Community of Inquiry (COI) instrument by Garrison, Anderson, and Archer (2000). Other indicators were developed from the cognitive presence scale and were centered on the types of actions an instructor might take to maintain these conditions. The overall intent was to create a broad, yet inclusive list of the type of actions an instructor would typically take in designing, delivering, and monitoring an online course (Sheridan & Kelly, 2010). Results suggested that students perceived the instructional practice of making course requirements clear as valuable. Students reported that they also perceived the instructional practice of instructors providing timely communication to students' questions/concerns as valuable. Participants also recognized that timely feedback on assignments and projects was valuable to student learning. Students also perceived the instructional practice of creating a course that was easy to navigate as valuable. While some students reported the use of discussion forums to be perceived as valuable, this practice was not reported to be perceived as valuable as the other instructional practices. The same was true for establishing a sense of community in an online course as well as engaging in a real time synchronous chat sessions. This study has both practical and theoretical implications in online course design, distance education delivery, and online pedagogy. Recommendations for the program under study were also provided.
Book Synopsis Teaching Strategies to Improve Student Perceptions of Academic Success by : Andra L. Ely
Download or read book Teaching Strategies to Improve Student Perceptions of Academic Success written by Andra L. Ely and published by . This book was released on 2012 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Teachers are integral portions of a student's ability to succeed in life. However, too often, many teachers do not take the time to develop the necessary skills to become great teachers in order to truly help their students to succeed in life after college. Therefore, I designed an instrument to measure the correlation between instructor immediacy values and students' perceptions of their success in communication classrooms in hopes to demonstrate that teaching behaviors and student success do in fact influence one another. The research question of this thesis was: Is there a relationship between instructor immediacy and student success as perceved by students in communication classrooms? The working hypothesis involved the idea that instructor immediacy values and student success as perceived by students are directly correlated. Moreover, the hypothesis expanded to encompass the idea that studtents' definitions of an excellent teacher will be positively correlated with instructor immediacy behaviors. To address the research queslion and hypotheses, I designed a questionnaire and surveyed 204 students in communication classes. I performed a correlation assessment of the quantitative data in SPSS and analyzed the open-ended questions via content analysis in order to report the data in a mixed methods approach. Findings from this triangulated approach suggest that instructor immediacy and student success as perceived by students are not significantly correlated, but trends and patterns suggest a correlation and implications for future research regarding this topic"--Document.
Book Synopsis An Experimental Study of Instructor Immediacy in the WIMBA Virtual Classroom by :
Download or read book An Experimental Study of Instructor Immediacy in the WIMBA Virtual Classroom written by and published by . This book was released on 2009 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: The social underpinnings of learning make it important to understand how people experience themselves and form relationships in web-based educational environments. Social presence is a critical factor of a communication medium that plays an important role in building community and improving the effectiveness of instruction. The components of social presence include words conveyed, verbal and nonverbal immediacy cues, and the context of the communication. The immediacy component of social presence is most often defined as perceived psychological closeness which is created in part by nonverbal cues (e.g., smiling and using gestures) and verbal cues (e.g., utilizing humor and inclusive pronouns). A number of researchers have demonstrated that instructors/teachers who "use" verbal and nonverbal immediacy behaviors can facilitate interaction and reduce psychological distance. There is also evidence for improved learning outcomes including satisfaction and perceived learning when highly immediate instructor behaviors are employed. However, few studies have investigated instructor immediacy, the ways it can be communicated, and its relationship to learning outcomes in online settings. It is important to assess the effectiveness of methods by which immediacy can be cultured into the design and delivery of instruction in virtual settings--the aim of this study was to contribute to this emerging research base. The researcher employed a randomized one-factor experimental research design to explore the effects of immediacy (conceptualized as instructor behaviors and mode of communication media) on students' perceptions of immediacy, cognitive learning, perceived learning, and satisfaction, in the Wimba Virtual Classroom. The study replicated design elements utilized by two previous studies, the main element being a 15-minute prerecorded teaching session where instructor immediacy was manipulated to create higher and lower conditions. In addition to manipulating instructor immediacy, the researcher explored two different technology-infused strategies for content delivery: one that combined full-motion video of the instructor with audio and text chat; and another that replaced full-motion video with a still photo of the instructor. Participants were 576 students from an introductory psychology course at a large urban university in southern California. Thirty-five sessions were conducted in a computer lab equipped with 22 individual work stations. Cognitive learning was assessed at three points, before exposure to the teaching session, just after exposure, and 5-6 weeks after exposure.
Book Synopsis Online and Face-to-Face Learning by : David Bentz
Download or read book Online and Face-to-Face Learning written by David Bentz and published by LAP Lambert Academic Publishing. This book was released on 2010-10 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: With more-and-more collegiate students taking courses online questions remain regarding how instructors can best deliver their materials. Dr. Bentz s research takes the unique double comparative approach by exploring both teaching presence and instructor satisfaction from a large sample of students taking an introductory Food Science course from one professor who teaches these students both online and face-to-face simultaneously. Within this research Bentz validates the use of Shea, P., Fredericksn, E., Picket, A., & Pelz, W. s (2003) Online Teaching and Learning Questionnaire within face-to-face learning environments as he broadens the research landscape surrounding the Community of Inquiry Model. His compelling findings demonstrate here that courses with large populations taught both online and face- to-face by one single instructor suggest that student perceptions do not show high regard for their instructor s teaching immediacy behaviors or of their satisfaction with the instructor s overall teaching performance.
Book Synopsis Student Perceptions of and Preferences for Online Instructor Course Introductions by : Ömer Arslan
Download or read book Student Perceptions of and Preferences for Online Instructor Course Introductions written by Ömer Arslan and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online instructors utilize instructional strategies to mitigate challenges that arise from transactional distance. These strategies can also facilitate establishing instructor social presence and identity, which is a common concern in online learning contexts. Effective online course introductions provide an opportunity for instructors to introduce themselves to online learners and model effective self-disclosures early in the course. Introductions help online learners know more about their course instructors and help them have a sense of what kind of an instructor they will be engaging in learning interactions with.Although course introductions are common first-day-of-the-class activities, there is limited empirical research on what students like to know about their instructors at the start of a course. Furthermore, previous studies demonstrate inconsistent findings regarding student perceptions of and preferences for the timing and type of instructor self-disclosures that are appropriate in an educational context. This exploratory study uses survey design to examine undergraduate and graduate students' perceptions of and preferences for online instructor course introductions. Participants were recruited from a university's research pool. The data set included 110 responses that were analyzed using descriptive statistics and content analysis. Findings show that it is important for online learners to know about their instructors, preferably their professional qualifications. When the instructor feels like a real person, students feel like they learn more. Most students turn to multiple different sources to learn more about their instructors even before a class begins. Reading the instructor's course introduction is the most common approach to learning more about the instructor, while looking up the instructor on social media is the least common approach. Aligned with knowing more about the instructor's professional qualifications, students find instructor self-disclosures about professional qualifications (e.g., course information, prior professional experience, college experiences, prior education, and hobbies) more appropriate than personal life details (e.g., personal opinions, relationship information, religious affiliation, socio-economic status, political affiliations, and financial information). Course information related disclosures had the highest approval ratings, while financial information had the least. Most students like to know what their online instructors look and sound like. Sharing instructor photos and videos as part of online course introductions had high approval ratings. Participants prefer instructor photo as a professional photo or headshot more than an informal photo or snapshot and a selfie. Moreover, instructor photos related to profession had the highest approval ratings in terms of types of photos that an instructor can add as part of course introduction, followed by pets, travel, family, and food. Introduction videos should be shot in the instructor's office, followed by in a classroom, in their home, and outdoors. When asked how they perceive an online instructor based on a course introduction with no self-disclosure and with prior professional experiences and hobbies self-disclosures, students perceive the latter as more friendly, approachable, interested in their learning, and interested in the class. Moreover, they reported higher ratings of willingness to email the instructor and visit the instructor in office hour. This finding suggests that appropriate self-disclosures early at the start of a course might help instructors reduce tensions around transactional distance and help them be perceived as real, and increase student willingness to interact with their instructors. The findings of this study challenge instructional practices in which instructors self-disclose personal and vulnerable information early in the course and personal information in general. Overall, this exploratory study provide additional insights to the literature on social presence and identity as well as instructor self-disclosure in online learning contexts. Limitations were presented and implications for theory, research, and practice were discussed.
Book Synopsis An Experimental Study of Instructor Immediacy in the WIMBA Viraual Classroom by : Lorah Wood Bodie
Download or read book An Experimental Study of Instructor Immediacy in the WIMBA Viraual Classroom written by Lorah Wood Bodie and published by . This book was released on 2021 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The social underpinnings of learning make it important to understand how people experience themselves and form relationships in web-based educational environments. Social presence is a critical factor of a communication medium that plays an important role in building community and improving the effectiveness of instruction. The components of social presence include words conveyed, verbal and nonverbal immediacy cues, and the context of the communication. The immediacy component of social presence is most often defined as perceived psychological closeness which is created in part by nonverbal cues (e.g., smiling and using gestures) and verbal cues (e.g., utilizing humor and inclusive pronouns). A number of researchers have demonstrated that instructors/teachers who "use" verbal and nonverbal immediacy behaviors can facilitate interaction and reduce psychological distance. There is also evidence for improved learning outcomes including satisfaction and perceived learning when highly immediate instructor behaviors are employed. However, few studies have investigated instructor immediacy, the ways it can be communicated, and its relationship to learning outcomes in online settings. It is important to assess the effectiveness of methods by which immediacy can be cultured into the design and delivery of instruction in virtual settings—the aim of this study was to contribute to this emerging research base. The researcher employed a randomized one-factor experimental research design to explore the effects of immediacy (conceptualized as instructor behaviors and mode of communication media) on students' perceptions of immediacy, cognitive learning, perceived learning, and satisfaction, in the Wimba Virtual Classroom. The study replicated design elements utilized by two previous studies, the main element being a 15-minute prerecorded teaching session where instructor immediacy was manipulated to create higher and lower conditions. In addition to manipulating instructor immediacy, the researcher explored two different technology-infused strategies for content delivery: one that combined full-motion video of the instructor with audio and text chat; and another that replaced full-motion video with a still photo of the instructor. Participants were 576 students from an introductory psychology course at a large urban university in southern California. Thirty-five sessions were conducted in a computer lab equipped with 22 individual work stations. Cognitive learning was assessed at three points, before exposure to the teaching session, just after exposure, and 5-6 weeks after exposure.
Book Synopsis African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Associated Cognitive Learning by : Georgia L. Toland
Download or read book African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Associated Cognitive Learning written by Georgia L. Toland and published by . This book was released on 2011 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to examine what instructor immediacy behaviors are perceived to most positively affect the perceived cognitive learning of African American community college mathematics students. Data were provided via voluntary student surveys collected in various mathematics classrooms at two community colleges. The survey instrument was modeled from the works of Gorham (1988) and Sanders and Wiseman (1990) and included an experimental survey method of direct questioning. The perceptions of African American community college students regarding the behaviors of their mathematics instructors, along with their stated preferred instructor behaviors, produced a subset of effective strategies similar to those discussed in prior research that was not specifically related to African American students or mathematics. Results suggest that immediacy is important to the perceived cognitive learning of these students and that further research is required to gain a complete understanding of immediacy and how it manifests in this context.
