The Effects of Instructor and Student Immediacy Behaviors in Writing Improvement and Course Satisfaction in a Web-based Undergraduate Course


A major challenge in Web-based courses is developing an effective learning environment where both instructor and students feel connected and responsible for learning. The literature reveals that one of the most important factors of student motivation and success online is contact with the instructor and interaction with peers. This case study examines the effects of both instructor and student verbal and nonverbal immediacy behaviors in an online undergraduate technical writing course at a medium-sized university. Using both qualitative and quantitative data, results indicated that chronemics (temporal immediacy) and social presence were contributing factors in student achievement and satisfaction in an online learning environment.

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