How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses

By J. Ben Arbaugh. 2001

412 citations recorded by the source corpus.

Subfields: Communication, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/22bc831f6e2bd18b8eaf9b0eef39e386971cec01

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In Social Psychology

Citations in the corpus

Student Satisfaction with Online Learning: Is It a Psychological Contract?. (2015, background): “Often, in addressing these concerns students’ perceptions of their course experience becomes a surrogate for learning engagement in the context of satisfaction (Swan, 2001; Arbaugh, 2001; Richardson & Swan, 2003; Bolliger, 2004).”
A Structural Equation Model of Predictors for Effective Online Learning (2005, background): “The subject of interactivity has generated controversy among distance learning professionals who raise questions about the quality of online courses .”
Research in online and blended learning in the business disciplines: Key findings and possible future directions (2009, background): “Arbaugh (2001) found that an instructor's use of immediacy behaviors, actions to reduce social distance between the instructor and students, was a stronger predictor of student learning than were student demographics, course design, or attitudes toward the course management system.”
An empirical examination of factors contributing to the creation of successful e-learning environments (2008, background): “Improving social presence can enhance satisfaction with the learning environment (Gunawardena and Zittle, 1997; Arbaugh, 2001).”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “This type of communication must be perceived to have a high level of social presence/ instructor immediacy (Arbaugh, 2001; Baker, 2004; Gorham, 1988; Richardson & Swan, 2003) to be effective.”
Validating a Measurement Tool of Presen ce in Online Communities of Inquiry (2008, background): “This type of communication must be perceived to have a high level of social presence/instructor immediacy (Arbaugh, 2001; Baker, 2004; Gorham, 1988; Richardson & Swan, 2003) to be effective.”
Tweeting the Night Away: Using Twitter to Enhance Social Presence (2009, background): “This first principle is influenced by instructor immediacy behaviors and participant interaction, with both having a positive influence on student learning and course satisfaction (Arbaugh, 2001, 2005; Baker, 2004; Hiltz and Wellman, 1997; Swan, 2002).”
How do online course design features influence student performance? (2016, background): “…importantly, a passel of empirical studies have also focused on interpersonal interaction, including both student e instructor interaction (e.g., Arbaugh, 2001; Picciano, 2002; Young, 2006) and student e student interaction (e.g., Balaji & Chakrabarti, 2010; Bangert, 2006; Matthew, Felvegi, &…”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “…pedagogical framework in terms of explaining important variables in the online learning process, such as engagement, perceived learning, and satisfaction (Arbaugh, 2001; Nagel & Kotze, 2010; Richardson, Maeda, Lv, & Caskurlu, 2017; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006; Swan, 2001).”
Is There an Optimal Design for On-Line MBA Courses? (2005, background): “Unfortunately, schools seeking to build on-line degree programs may not have the luxury of developing instructors at differing paces because student expectations for overall quality of on-line instruction are rising quickly and dramatically (Alavi & Gallupe, 2003; Arbaugh, 2001; Shea & Boser, 2001; ”