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The relationship between students' p...

Indiana University., School of Education.

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The relationship between students' perceptions of instructor immediacy and academic engagement in online courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between students' perceptions of instructor immediacy and academic engagement in online courses./
Author:	Zapf, Jason S.
Description:	121 p.
Notes:	Adviser: Curtis J. Bonk.
Contained By:	Dissertation Abstracts International69-08A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3319912
ISBN:	9780549703402

The relationship between students' perceptions of instructor immediacy and academic engagement in online courses.
Zapf, Jason S.

The relationship between students' perceptions of instructor immediacy and academic engagement in online courses. - 121 p.

Adviser: Curtis J. Bonk.

Thesis (Ph.D.)--Indiana University, 2008.

Geographical, temporal, and psychological distance are all issues students face when completing courses in an online distance education format. The psychological distance, or immediacy, plays an important role in the student - instructor relationship, impacting areas including achievement, course satisfaction, and persistence. Instructor immediacy may be increased by leveraging communication behaviors (e.g., addressing students by name, providing feedback, and using humor) which help to reduce the psychological distance between instructors and students. This thesis examines students' perceptions of instructor immediacy and its impact on students' engagement in educationally purposeful activities (academic engagement) in the context of an online course. A questionnaire gauging students' perceptions of instructor immediacy and their level of academic engagement was administered to students enrolled in at least one online course at a community college. Overall, a small positive correlational relationship was found between instructor immediacy and academic engagement. This relationship was further examined based on students' demographic characteristics, academic experience, and academic performance. The results suggest that academic engagement generally increases as perceived instructor immediacy increases; in effect, certain student groups experience greater academic engagement as perceived instructor immediacy increases. These results may provide guidance for online course instructors in terms of communication behaviors which may be more beneficial for their students.

ISBN: 9780549703402Subjects--Topical Terms:

1018008
Education, Community College.

The relationship between students' perceptions of instructor immediacy and academic engagement in online courses.
LDR:02693nmm 2200325 a 45 001 867309
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020 $a 9780549703402
035 $a (UMI)AAI3319912
035 $a AAI3319912
040 $a UMI $c UMI
100 1 $a Zapf, Jason S. $3 1036032
245 1 4 $a The relationship between students' perceptions of instructor immediacy and academic engagement in online courses.
300 $a 121 p.
500 $a Adviser: Curtis J. Bonk.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3036.
502 $a Thesis (Ph.D.)--Indiana University, 2008.
520 $a Geographical, temporal, and psychological distance are all issues students face when completing courses in an online distance education format. The psychological distance, or immediacy, plays an important role in the student - instructor relationship, impacting areas including achievement, course satisfaction, and persistence. Instructor immediacy may be increased by leveraging communication behaviors (e.g., addressing students by name, providing feedback, and using humor) which help to reduce the psychological distance between instructors and students. This thesis examines students' perceptions of instructor immediacy and its impact on students' engagement in educationally purposeful activities (academic engagement) in the context of an online course. A questionnaire gauging students' perceptions of instructor immediacy and their level of academic engagement was administered to students enrolled in at least one online course at a community college. Overall, a small positive correlational relationship was found between instructor immediacy and academic engagement. This relationship was further examined based on students' demographic characteristics, academic experience, and academic performance. The results suggest that academic engagement generally increases as perceived instructor immediacy increases; in effect, certain student groups experience greater academic engagement as perceived instructor immediacy increases. These results may provide guidance for online course instructors in terms of communication behaviors which may be more beneficial for their students.
590 $a School code: 0093.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology. $3 1017498
690 $a 0275
690 $a 0525
690 $a 0710
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 69-08A.
790 $a 0093
790 1 0 $a Bichelmeyer, Barbara A. $e committee member
790 1 0 $a Bonk, Curtis J., $e advisor
790 1 0 $a Kim, Jackie Hee-Young $e committee member
790 1 0 $a Plucker, Jonathan A. $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3319912