Since the 1920s, textbook critics have maintained that textbooks should offer a homogenous editorial approach, including an acknowledgment of a mix of author opinion and scholarly research. Several researchers indicated that some textbooks are not homogenous. The purpose of this quantitative content analysis study was to examine whether independently-authored online education textbooks published from 1999 to 2007 included acknowledgment of scholarly studies pertaining to a teaching technique termed immediacy. For this study, teacher immediacy in the online classroom has been operationalized as non-verbal teacher communications that foster psychological closeness and acknowledge student feelings in a timely manner. This study examined terminology related to immediacy in the first four chapters and chapter titles. The results indicated the textbooks did not prominently acknowledge immediacy terminology and did not include peer-reviewed scholarly immediacy references. Compared to terminology related to general student collaboration, the textbooks did not convey significant terminology related to student feelings or closeness, thus the textbooks did not offer a homogeneous approach regarding immediacy scholarship. Appended are: (1) Available immediacy scholarly articles; (2) Coding book of definitions; (3) Immediacy terminology and reference/citation coding sheets; (4) Coding book exclusions and inclusions; (5) Inter-coder reliability results; (6) Total general reference count per textbook; (7) First four chapter page count, total book page count; (8) Total paragraphs contains any immediacy term; and (9) Actual chapter titles and subtitles. (Contains 4 tables.) [Ed.D. Dissertation, University of Phoenix.]