NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ803709
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1096-7516
An Investigation of Relationships among Instructor Immediacy and Affective and Cognitive Learning in the Online Classroom
Baker, Jason D.
Internet and Higher Education, v7 n1 p1-13 2004
A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor verbal immediacy and affective and cognitive learning in the online classroom. One hundred and forty-five online learners evaluated instructor immediacy, affective, and cognitive learning through the use of a Web-based survey instrument. The results of this study found that students who rated their instructors as more verbally immediate expressed greater positive affect and higher perceived cognition than students taught by less immediate instructors. These results are consistent with similar studies in traditional courses and reinforce the influential role of the instructor in creating a conducive online learning environment. (Contains 2 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A