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ERIC Number: EJ726322
Record Type: Journal
Publication Date: 2005-Oct
Pages: 13
Abstractor: Author
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1093-023X
So Far But Yet So Close: Student Chat Room Immediacy, Learning, and Performance in an Online Course
Pelowski, Susan; Frissell, Langley; Cabral, Kyle; Yu, Theresa
Journal of Interactive Learning Research, v16 n4 p395-407 Oct 2005
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.
Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii