Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes

Autor/inn/en	Ni, Shu-Fang; Aust, Ronald
Titel	Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes
Quelle	In: International Journal on E-Learning, 7 (2008) 3, S.477-498 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	College Students; Multiple Regression Analysis; Statistical Analysis; Teacher Student Relationship; Student Attitudes; Satisfaction; Classroom Environment; Virtual Classrooms; Predictor Variables; Computer Mediated Communication; Discussion Groups; Communication Strategies; Distance Education; Educational Technology; Technology Integration; Computer Assisted Instruction; Instructional Design; Online Courses; Surveys + Suchen Sie Ihr Suchwort? Collegestudent; Statistische Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Zufriedenheit; Klassenklima; Unterrichtsklima; Prädiktor; Computerkonferenz; Kommunikationsstrategie; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Survey; Umfrage; Befragung
Abstract	This study used quantitative measures to gather data from online students to analyze the effects of perceptions about teacher verbal immediacy and classroom community on students' level of satisfaction, perceived learning, and online discussion frequency. Using convenience sampling, 214 students were recruited from undergraduate and graduate online courses. A bivariate correlation, multiple linear regression, and two-way analysis of variance (ANOVA) were used for data analysis. The Pearson coefficients demonstrated the effects of teacher verbal immediacy and sense of classroom community on satisfaction and perceived learning were positive. Multiple regression analysis revealed that sense of classroom community was the only significant factor able to explain variability of satisfaction and perceived learning. Teacher verbal immediacy was shown to be the only significant predictor of online discussion frequency. The ANOVA results indicated that students in person-oriented courses perceived higher degree of teacher verbal immediacy and sense of classroom community, regardless of their gender. Results of this study suggested that the development of sense of classroom community is critical to enhance students' satisfaction and perceived learning. In addition, the role of teacher verbal immediacy is important in online discussion. Teachers should develop communication behaviors that reduce social and psychological distance in the online learning environment. (Contains 7 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10