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ERIC Number: EJ1034599
Record Type: Journal
Publication Date: 2014-May
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1527-9316
Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections
LeFebvre, Luke; Allen, Mike
Journal of the Scholarship of Teaching and Learning, v14 n2 p29-45 May 2014
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.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A