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Instructional immediacy in elearning
journal contributionposted on 2023-05-17, 19:58 authored by Walkem, K
Summary Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students’ reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student’s personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.
Department/SchoolSchool of Nursing
Place of publicationAmsterdam, Netherlands
Rights statementCopyright 2013 Australian College of Nursing