The Effects of Online Instructor Immediacy Behaviors on Student Motivation
The purpose of this research was to examine instructor verbal immediacy behaviors in virtual classrooms and their effects on student motivation and affective learning. Undergraduate students were divided into two treatment samples. Each group was asked to imagine they were enrolled in an online course and were reading the course homepage. Two different homepages were constructed using verbal immediate vs. nonimmediate items similar to those described by Witt & Wheeler (2001). Semantic differential-type instruments similar to that used by Richmond ( 1990) were administered to evaluate participants' state motivation and affective learning. Although no reliable effects on state motivation were discovered, the results suggest a possible interaction effect between sex and immediacy with regard to affective learning.
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Katt, James A.
Bachelor of Arts (B.A.)
College of Sciences
Dissertations, Academic -- Sciences; Sciences -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Fisher, Barbara Koch, "The Effects of Online Instructor Immediacy Behaviors on Student Motivation" (2007). HIM 1990-2015. 635.