Learners’ Perceptions of Instructional Immediacy

In a WebCT Online Graduate Study Program

Sherri Melrose PhD, RN

Presented at the CADE Connecting in the Global

Village Conference

Canadian Association of Distance Education

May 15, 2007 in Winnipeg MB

What is Immediacy?

Affective expression of emotional attachment/closeness to another personConstruct was first developed by social psychologist Mehrabian in the 60’s grounded on the premise that individuals are drawn toward persons they like, evaluate highly & prefer.

Immediacy is about feeling close emotionally

What Teaching Behaviors Demonstrate Immediacy?

Non verbal smiling laughing leaning closer nodding walking around appropriate touch

Verbal subtle variations

in language -“we” or “our” statements rather than “you” or “your”

What teaching behaviors do not?

Immediacy Online

How can instructors project an affect of warmth & friendliness in the absence of non verbal cues?

Research Approach

Naturalistic Action Research Design

Constructivist Theoretical Perspective

Data Collected•10 interviews•2 focus groupsConvocation 2005

Member checks to confirm

trustworthiness

Analyzed for themes by 2 researchers

Findings: Instructional Immediacy Behaviors our Students Appreciated

Model engaging & personal ways of connectingMaintain collegial relationshipsHonor individual learning accomplishments

Theme 1:Model engaging & personal ways of connecting

Include personal/professional info “As a teacher, I would suggest

that you talk about yourself, a little about the human aspects of you as a person - it just makes it more personable than artificial”

“The instructors I felt comfortable with set the stage [in their introductions] about who they were. That was very important to me to have a sense of who they were, their family, where they graduated from, what their work experience was, what their day was like, that sort of thing”

“The teachers that took time to introduce themselves and talk about their interests . . . ‘I have a dog,’ ‘I live here’ and established humanness really made a difference “

Include pictures “My first instructor posted a picture of herself,

which I appreciated. This was actually a real person at the end of the line, somebody we

could really connect with”

“One of the instructors did a profile of everybody. [She collected] pictures and information about everyone in the class and gave us a document”

Use students’ names in e-mail messages“For people like me, not from Canada, I was glad when instructors attempted to learn my name & use it”

Personalize welcome messages“Welcome Lana, nice to have you from Toronto, you bring a lot to us because of your focus and where you work.” Small thing . . . but [the instructor] recognized and read [my introduction]. Just a general ‘welcome to the class’ isn’t nearly as personal”

Theme 2: Maintain Collegial Relationships

“The one thing I remember about the course wasn’t the content of the material; it was the instructor saying ‘tell me what you do to keep yourself healthy – what is your wellness plan?’ So, an interest in me outside of my academia and wanting to actually make me a better person really stuck in my head”

Collegial Language

“To journey with” “To learn together” “Might you consider?”“How could you explore?”

Prompt Responses

“Getting emails answered promptly from the professors, that was wonderful. . . . Having confirmation that papers I submitted were received right away. Knowing where the instructors were, if they were out of town at a conference and couldn’t get back to you right away, that promoted collegiality, I could respect their time”

Re-direct social conversation from forums to the coffee roomInclude poems, metaphors & tasteful humorPrivate ‘checking-in’ e-mails “So, how are you? Are you doing OK? Is the course too overwhelming? I’m feeling

that you are struggling here?”

Theme 3: Honor Individual Learning AccomplishmentsEqual public recognition in forums

“If you don’t get mentioned – you think what’s wrong with my work?”Detailed private feedback “When someone takes the time to

really explain how you can do something better, to me - that’s caring!”

Balanced responses to mark issues

“…thinking I should be

making 90% or above at least in all my courses [an instructor helped] focus, get me back on track and remember that this is education and learning – not just achieving high marks”

Share Resources

“When an instructor would say – ‘I’ve read an article about that in such & such spot, you might acknowledge it’ or ‘have you heard of this book’ – sharing resources like that lent a good feeling”

Lessons Learned

Translating the social psychology construct of immediacy to our work in online education is valuable–students’ engagement can be related to feeling emotionally close to their teachersGentle words suggesting shared ownership are powerful-especially in absence of non verbal behavioral cues

Next Steps

Extend these findings to examine instructional immediacy behaviors that help facilitate online learning with other student groups Gather instructional strategy “tips” to create a guide for teachers new to online graduate study