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Variations in Learning, Motivation, and Perceived Immediacy between Live and Distance Education Classrooms
ARTICLE

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Communication Education Volume 50, Number 3, ISSN 0363-4523

Abstract

Studies undergraduate students assigned to three experimental educational settings: a live classroom, a video classroom, and an audio with PowerPoint display classroom. Assesses impact of the settings on participant learning, motivation, and perceived teacher immediacy. Finds perceived instructor immediacy was significantly higher for the live setting, and that actual short-term learning varied significantly and was highest for the PowerPoint classroom. (SG)

Citation

Carrell, L.J. & Menzel, K.E. (2001). Variations in Learning, Motivation, and Perceived Immediacy between Live and Distance Education Classrooms. Communication Education, 50(3), 230. Retrieved June 25, 2021 from .

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