So Far But Yet So Close: Student Chat Room Immediacy, Learning, and Performance in an Online Course
Susan Pelowski, University of Hawai`i West O`ahu, United States ; Langley Frissell, Hawai`i Pacific University, United States ; Kyle Cabral, Bowling Green State University, United States ; Theresa Yu, University of Hawai`i West O`ahu, United States
Journal of Interactive Learning Research Volume 16, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
** Invited as a paper from ED-MEDIA 2004 **
Immediacy behaviors enhance perceptions of closeness to others. In traditional and online college courses, instructor immediacy predicts student reports of learning and motivation. Student immediacy is theoretically also important in any learning community. However, there is little research on cyber-student immediacy as a predictor of course outcomes, and studies to date have focused on asynchronous, rather than synchronous, class communications. We rated 14 immediacy indicators in synchronous chat responses, with moderate to high reliability. Student immediacy was not related to examination performance, but the immediacy behavior of support was positively correlated with changes in pre- to post-course test scores. We discuss implications for measuring online immediacy, and for designing online learning communities.
Pelowski, S., Frissell, L., Cabral, K. & Yu, T. (2005). So Far But Yet So Close: Student Chat Room Immediacy, Learning, and Performance in an Online Course. Journal of Interactive Learning Research, 16(4), 395-407. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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