The Influence of Teacher Immediacy Behaviors on Student Performance in an Online Course (and the Problem of Method Variance)

2014 ◽  
Vol 41 (2) ◽  
pp. 163-166 ◽  
Author(s):  
David E. Campbell
Keyword(s):  
Student Performance ◽  
Online Course ◽  
Teacher Immediacy ◽  
Method Variance ◽  
Immediacy Behaviors

scholarly journals Blended learning in medical physiology improves nursing students’ study efficiency

2018 ◽  
Vol 42 (4) ◽  
pp. 711-717 ◽  
Author(s):  
Feifei Shang ◽  
Chuan-Yong Liu
Keyword(s):  
Nursing Students ◽  
Student Performance ◽  
Communication Networks ◽  
Rapid Development ◽  
Independent Study ◽  
Traditional Classroom ◽  
Online Course ◽  
University Campuses ◽  
College And University ◽  
Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

scholarly journals Online Learning in Nutrition and Dietetics: Student Performance and Attitudes

2005 ◽  
Author(s):  
Dominic Upton
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Independent Learning ◽  
Online Course ◽  
Traditional Lecture ◽  
Innovative Method ◽  
Traditional Lectures ◽  
On Line ◽  
Dietetic Students ◽  
Nutrition And Dietetics

Context: Behavioural studies can form an essential component of the Nutrition and Dietetics undergraduate degree. Aims: This study aimed to firstly produce on-line teaching material in Behavioural studies suitable for undergraduate Nutrition and Dietetic students. Secondly, to explore students’ views on the online material, and record their performance when taught through this innovative method. Methods: Nutrition and Dietetics students completed an online health psychology/sociology module and their performance compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded. Findings: Results suggested that students taught through on-line medium performed no differently to those taught through “traditional lectures”. Students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Conclusion: It was apparent that material has to be developed that can both engage and motivate learners, thereby further developing independent learning, and that this may have to be tailored dependent on a number of student factors.

Going Digital

2020 ◽  
pp. 277-290
Author(s):  
Kristal Curry
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Nonverbal Behaviors ◽  
Teacher Immediacy ◽  
Online Instructors ◽  
Immediacy Behaviors ◽  
Recommendations For Practice ◽  
Distance Learning Environment ◽  
Verbal And Nonverbal Behaviors

The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.

scholarly journals Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

2014 ◽  
pp. 29-45 ◽  
Author(s):  
Luke LeFebvre ◽  
Mike Allen
Keyword(s):  
Student Learning ◽  
Teaching Assistants ◽  
Cognitive Learning ◽  
Student Interaction ◽  
Teacher Immediacy ◽  
Student Effort ◽  
Immediacy Behaviors ◽  
Significant Difference ◽  
Instruction Quality ◽  
Behavior Frequency

This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes.  Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning.  No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors.  But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning.  Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement. 

scholarly journals Redesigning an Educational Technology Course under a Competency-Based Performance Assessment Model

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 186-204 ◽  
Author(s):  
Ignacio Rodriguez ◽  
Katherina Gallardo
Keyword(s):  
Educational Technology ◽  
Performance Assessment ◽  
Student Performance ◽  
Cognitive Theory ◽  
Assessment Model ◽  
Online Course ◽  
Paradigm Change ◽  
Transformational Process ◽  
Course Redesign ◽  
Competency Based

The transformational process of an educational technology online course redesign into competency-based learning approach is described. This process implied the understanding of paradigm change, the integration of cognitive theory foundations, the selection of a learning taxonomy, the application of performance and authentic assessment principles as well as the design of performance rubrics. As a result, acompetency-based performance assessment model and a student performance reportemerge.

Battling Cell Phone Interruptions in the Classroom: Can Teacher Immediacy Behaviors Help?

2014 ◽  
Author(s):  
Abby F. Hobby ◽  
Sara R. Dorrance ◽  
Kristi Holt ◽  
Denise R. Friedman
Keyword(s):  
Cell Phone ◽  
Teacher Immediacy ◽  
Immediacy Behaviors

Predicting Success in Online Psychology Courses: Self-Discipline and Motivation

2005 ◽  
Vol 32 (3) ◽  
pp. 190-192 ◽  
Author(s):  
Stefanie B. Waschull
Keyword(s):  
Student Performance ◽  
Study Skills ◽  
Human Growth ◽  
Online Course ◽  
Course Success ◽  
Time Commitment ◽  
Predicting Success ◽  
Psychology Courses ◽  
Human Growth And Development ◽  
Psychology Course

This article addresses factors associated with student success in online psychology courses. Prior to beginning an online course, students completed measures of self-discipline and motivation, time commitment, study skills, preference for text-based learning, access to technology, and technology experience. Schrum and Hong (2002) proposed that these student characteristics predict online course success. I used scores on these factors to predict student performance in online introductory psychology and online human growth and development courses. Self-discipline and motivation was the only factor predictive of online psychology course success. My results contradict the model proposed by Schrum and Hong but are consistent with research on the role of motivation in success.

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