Immediacy, Solidarity and Learner Empowerment in Distance Education
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Jung, H.Y. (2005). Immediacy, Solidarity and Learner Empowerment in Distance Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 445-447). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19031.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
The goal of this study is to discuss students' perception of closeness toward their instructor, peer students, and learner empowerment in a distant education setting. In the field of distance education, the concept of "transactional distance" has been mainly discussed to examine students' psychological distance between a student and an instructor in opposition to the geographical distance between them. The current study discusses limitations of previous studies discussing transactional distance and adopted similar concepts from communication studies to investigate students' perception of closeness toward their instructor and peer students. Students' perception of teacher's nonverbal behavior and that of interpersonal solidarity with peer students are examined. In addition, how these perceptions are related to the students' perceived empowerment is studied.
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