Enhancing On-Line Teaching with Verbal Immediacy through Self-Determination Theory

ID: 40067 Type: Brief Paper
  1. Stephen Furlich, Texas A&M University-Commerce, United States

Wednesday, October 23 3:25-3:45 PM

No presider for this session.

This paper explores the use of instructor verbal immediacy behaviors for on-line classes. Specifically, it demonstrates how instructor verbal immediacy behaviors in face-to-face classes can also be display for on-line classes. It is argued that self-determination theory indicates that the identification of the student plays an important role in the instructional context and instructor verbal immediacy behaviors can help with student identification. Implications are given for instructors and administrators at higher education institutions. Future researchers are encouraged to further explore student identification with the instructor and institution for positive instructional outcomes for on-line classes.

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