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Web Survey Bibliography

Title An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom
Source The Internet and Higher Education, 7, 1, pp.1-13
Year 2004
Database ScienceDirect
Access date 13.05.2004
Abstract 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 fortyfive online learners evaluated instructor immediacy, affective, and cognitive learning through the use of a Webbased 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.
Access/Direct link ScienceDirect (full text)
Year of publication2004
Bibliographic typeJournal article