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Teacher Immediacy: The Relationship with Perceived Learning and Student Outcomes in the US International Classroom
PROCEEDINGS

, University of the District of Columbia, United States ; , Regent University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study employed a causal comparative research design to determine if a relationship existed between international students’ perceptions of teacher immediacy, perceived learning, and achievement as measured by end of course grades in U.S. graduate courses. Preliminary analysis showed a statistically significant negative relationship between teacher immediacy and end of course grades, no relationship between perceived learning and end of course grades, and a statistically significant positive relationship between teacher immediacy and perceived learning. These findings are somewhat contrary to previous research findings, thus demonstrating the unique characteristics and needs of international students and holding important implications to the design and delivery of graduate level courses for the international student population.

Citation

Wendt, J. & Nisbet, D. (2015). Teacher Immediacy: The Relationship with Perceived Learning and Student Outcomes in the US International Classroom. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 976-980). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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