Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy
Sherri Melrose, Kim Bergeron, Athabasca University
IRRODL Volume 7, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press
Instructional immediacy is an established communication strategy that teachers can implement to create engaging learning environments. And yet, little is known about experiences distance education learners in graduate study programs have had with immediacy. This article presents findings from a qualitative research project designed to explore health care students' ideas about and activities related to instructional immediacy behaviors within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included two focus groups and ten individual audio-tape recorded transcribed interviews. Content was analyzed by both the primary researcher and an assistant for themes and confirmed through ongoing member checking with participants. The following three overarching themes were identified and are used to explain and describe significant features of instructional immediacy behaviors that health care learners who graduated from either a Master of Nursing or Master of Health Studies distance education program found valuable. 1) Model engaging and personal ways of connecting; 2) Maintain collegial relationships; and 3) Honor individual learning accomplishments.
Melrose, S. & Bergeron, K. (2006). Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy. The International Review of Research in Open and Distributed Learning, 7(1),. Athabasca University Press.
Cited ByView References & Citations Map
Carol Johnson, University of Melbourne, Australia; Jennifer Lock, University of Calgary, Canada
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1542–1549
Jeanne Anderson, St. Cloud State University, United States; Susan Sutton & Teri Gergen, Roane State Community College, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 221–226
Neus Capdeferro & Margarida Romero, Elearn Center, Universitat Oberta de Catalunya, Spain
The International Review of Research in Open and Distributed Learning Vol. 13, No. 2 (Apr 02, 2012) pp. 26–44
Jim Henry & Jeff Meadows, University of Lethbridge
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
The Relationships among Instructional Immediacy, Perceived Cognitive Learning, and Instructional Effectiveness
Hee-Young Kim, Armstrong Atlantic State University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2832–2840
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.