Instructor immediacy and presence in the online learning environment: An investigation of relationships with student affective learning, cognition, and motivation.

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Bivariate correlation was used to examine possible relationships between instructor immediacy and instructor presence, and a statistically significant correlation was found. Multiple linear regression analysis was used to determine whether the linear combination of instructor immediacy and presence caused significant variance in student affective learning, cognition, and motivation. For all three of the latter dependent variables, the linear combination of instructor immediacy and presence was found to cause statistically significant variance. However, although the overall regression models were significant in all three tests, instructor immediacy was not found to be a significant individual predictor for causing variance in affective learning, ... continued below

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Baker, Credence December 2008.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 665 times , with 17 in the last month . More information about this dissertation can be viewed below.

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  • Baker, Credence

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Bivariate correlation was used to examine possible relationships between instructor immediacy and instructor presence, and a statistically significant correlation was found. Multiple linear regression analysis was used to determine whether the linear combination of instructor immediacy and presence caused significant variance in student affective learning, cognition, and motivation. For all three of the latter dependent variables, the linear combination of instructor immediacy and presence was found to cause statistically significant variance. However, although the overall regression models were significant in all three tests, instructor immediacy was not found to be a significant individual predictor for causing variance in affective learning, cognition, or motivation, whereas instructor presence was found to be a significant individual predictor of all three. Finally, factorial ANOVA revealed that, for perceptions of instructor immediacy, only classification and course type were found to explain significant variance, with undergraduate students in asynchronous courses reporting significantly lower instructor immediacy. For perceptions of instructor presence, graduate students tended to rate their instructors as having higher presence than did undergraduate students, and students in synchronous courses tended to rate their instructors as having higher presence than did students in asynchronous courses.

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  • December 2008

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  • Sept. 9, 2009, 2:31 p.m.

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  • Oct. 8, 2009, 11:26 a.m.

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Baker, Credence. Instructor immediacy and presence in the online learning environment: An investigation of relationships with student affective learning, cognition, and motivation., dissertation, December 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc9798/: accessed November 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .