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Building Web Courses with Instructional Immediacy (www.telecommunication.msu.edu/faculty/larose/websection.htm)
PROCEEDINGS

, , Michigan State University, United States

EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Prior research on live classroom teaching in higher education has found that the degree of closeness between instructors and students, or teacher immediacy (Hackman & Walker, 1990) can increase affective learning (or student attitudes towards instruction), which in turn increases cognitive learning. Immediacy behaviors that are easy to perform in class are difficult to even imagine in a Web course, such as smiling at students and calling them by name. Earlier research (LaRose, Gregg & Eastin, 1999) showed that Web courses can match the immediacy of live instruction when at least some of these features are present. Interactions with other students and interactions with computers may also affect outcomes, we refer to these factors collectively as instructional immediacy (LaRose & Whitten, 1999). Here we examine how Web courses might be improved by assessing the state of the art, adding immediacy features to web courses and understanding the immediacy needs of learners on the Web.

Citation

LaRose, R. & Whitten, P. (1999). Building Web Courses with Instructional Immediacy (www.telecommunication.msu.edu/faculty/larose/websection.htm). In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1436-1437). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 28, 2022 from .

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