Title

The Effects of Online Instructor Immediacy Behaviors on Student Motivation

Abstract

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.

Notes

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Thesis Completion

2007

Semester

Spring

Advisor

Katt, James A.

Degree

Bachelor of Arts (B.A.)

College

College of Sciences

Degree Program

Organizational Communication

Subjects

Dissertations, Academic -- Sciences; Sciences -- Dissertations, Academic

Format

Print

Identifier

DP0022137

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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