Instructor Immediacy and Presence: Implications for Online Student Affective Learning, Cognition, and Motivation

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Baker, C. (2010). Instructor Immediacy and Presence: Implications for Online Student Affective Learning, Cognition, and Motivation. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 300-304). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33353.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Author

Credence Baker, Tarleton State University, United States

Abstract

This study sought to examine instructor immediacy and presence in an online learning environment in relation to student affective learning, cognition, and motivation. Data showed that the linear combination of instructor immediacy and presence is a statistically significant predictor of student affective learning, cognition, and motivation. However, it did not find instructor immediacy to be a significant individual predictor of the aforementioned variables, whereas it did find instructor presence to be a significant individual predictor. The study did not show the combination of gender, course type and classification to explain significant variance in perceived instructor immediacy or presence. Students in synchronous online courses reported significantly higher immediacy and presence. Furthermore, graduate students in online courses reported significantly higher immediacy and presence. Implications for practitioners of online instruction will be presented.

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