The Relationships among Instructional Immediacy, Perceived Cognitive Learning, and Instructional Effectiveness
Document Type
Conference Proceeding
Publication Date
3-2-2009
Publication Title
Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference
Abstract
The main purpose of this research is to investigate the relationships among instructional immediacy, perceived cognitive learning, and instructional effectiveness. The verbal- and non-verbal immediacy competencies were modified and developed from instructional immediacy behaviors in traditional settings and used for the items of the survey. The data will be analyzed and presented in four dimensions of online instructional immediacy: affective interaction, cognitive interaction, course presentation and organization, and technology adoption.
Recommended Citation
HeeYoung Kim, Jackie.
2009.
"The Relationships among Instructional Immediacy, Perceived Cognitive Learning, and Instructional Effectiveness."
Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference, I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Ed.): 2832-2840: Association for the Advancement of Computing in Education (AACE).
source: https://www.learntechlib.org/p/31068/
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/258
