An Experimental Study of Teachers' Verbal and Nonverbal Immediacy, Student Motivation, and Cognitive Learning in Video Instruction
Description:
This study used an experimental design and a direct test of recall to provide data about teacher immediacy and student cognitive learning. Four hypotheses and a research question addressed two research problems: first, how verbal and nonverbal immediacy function together and/or separately to enhance learning; and second, how immediacy affects cognitive learning in relation to student motivation. These questions were examined in the context of video instruction to provide insight into distance l…
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Date:
May 2000
Creator:
Witt, Paul L.