Instructor Interaction and Immediacy Behaviors in a Multipoint Distance Educational Environment: Using Technology to Improve Low-Incidence Teacher Preparation

Bohnstedt, Kathy D.; Jerome, Marci Kinas; Lojkovic, David; Brigham, Frederick J.; Behrmann, Michael M.

doi:10.1177/016264341302800403

Cited by 4 publications

(5 citation statements)

References 21 publications

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“…The use of instructional strategies designed to encourage interaction between the instructor and the remote students should be employed consistently in online education (Bohnstedt et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Teaching strategies to promote immediacy in online graduate courses

Fahara

Castro

2015

Open Praxis

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The present study is the result of the research question: How do teachers promote immediacy through interaction with their students in online graduate courses? Research was carried out at Tecnológico de Monterrey, a Mexican private university that offers online courses. The research methodology employed a qualitative approach of virtual ethnography, which entails non-participative observation and interviews with head professors and teaching assistants with the purpose of exploring the manner in which teachers foster immediacy in the discussion forums of online courses. The findings are organized into three main categories: instructional design, forms of communication and teaching strategies promoting immediacy, which show the manner in which teachers use immediacy when interacting with their students; immediacy that was also found in the administrative and academic forums of the online courses researched.

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Section: Discussionmentioning

confidence: 99%

Teaching strategies to promote immediacy in online graduate courses

Fahara

Castro

2015

Open Praxis

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“…The three categories that are part of the findings of this paper could be developed as a guideline manual for online distance education teachers. The use of instructional strategies designed to encourage interaction between the instructor and the remote students should be employed consistently in online education (Bohnstedt et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Open Praxis, volume 7 issue 4

Gil‐Jaurena¹

2015

Open Praxis

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Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance and flexible education. It is published by the International Council for Open and Distance Education-ICDE The aim of Open Praxis is to provide a forum for global collaboration and discussion of issues in the practice of distance and e-learning. Open Praxis welcomes contributions which demonstrate creative and innovative research, and which highlight challenges, lessons and achievements in the practice of distance and e-learning from all over the world.-Open Praxis provides immediate open access to content on the principle that making research freely available to the public supports a greater global exchange of knowledge.-Open Praxis is a quarterly journal published in January-March, April-June, July-September and October-December.-Research articles and innovative practice articles are subject to double-blind peer review by a minimum of two Reviewers.-Authors need to register with Open Praxis prior to submitting, or if already registered can simply log in and begin the 5 step submission process.

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“…In online classrooms, the sense of physical and psychological separation between the lecturer and students has been a focal point of research in distance education [1]. Numerous scholars have argued that lecturer immediacy can reduce the sense of physical and psychological distance between students and lecturers [2]- [4].…”

Section: Introductionmentioning

confidence: 99%

Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

Ghamdi¹

2017

IJIET

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Abstract-Research on communication behaviours in fostering effective learning outcomes has become important, particularly in the distance education setting, where there is no face-to-face communication. Given the issue of physical distance between lecturer and students, the concept of behavioural immediacy aims to encompass behavioural styles that simulate a sense of co-presence in mediated communications to compensate for the lack of direct verbal contact and body language cues. Immediacy behaviours practised by the lecturer in virtual classrooms may reduce their psychological distance from students, creating a more social environment and increasing sensory stimulation, to aid the learning process.This research was undertaken at a university in Saudi Arabia (a premier provider of distance education courses) to investigate the influence of lecturer immediacy (verbal and non-verbal) on the affective and cognitive dimensions of learning in a virtual classroom environment. The results showed a positive significant relationship between affective/cognitive learning and verbal/non-verbal immediacy of lecturers in virtual classrooms. Some gender differences were found showing that male students were more willing than female students to learn when the lecturer practised immediacy behaviours.Index Terms-Distance education, lecturer e-immediacy, verbal and non-verbal immediacy, affective learning, cognitive learning.

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Instructor Interaction and Immediacy Behaviors in a Multipoint Distance Educational Environment: Using Technology to Improve Low-Incidence Teacher Preparation

Cited by 4 publications

References 21 publications

Teaching strategies to promote immediacy in online graduate courses

Teaching strategies to promote immediacy in online graduate courses

Open Praxis, volume 7 issue 4

Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

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