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Diane Gusa

Immediacy in the Classroom - 0 views

serc.carleton.edu/...immediacy.html

education Teaching immediacy research db5

shared by Diane Gusa on 12 Aug 11 - Cached
    • Diane Gusa
      Diane Gusa on 12 Aug 11
       
      Can a icon or exclamation point do the same?
  • ocial psychologist Albert Mehrabian has been credited with defining the concept of immediacy in terms of his "principle of immediacy," which states "people are drawn toward persons and things they like, evaluate highly, and prefer; and they avoid or move away from things they dislike, evaluate negatively, or do not prefer" (Mehrabian, 1971).
  • Verbal Behaviors Calling on students by name Uses terms like "we" and "us" to refer to the class Allows for small talk and out of class conversations Gives feedback to students Asks students how they feel about things Allows students to call him/her by first name
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  • Immediacy is Positively Correlated with:
  • Student cognitive learning (Chesebro & McCroskey, 2001; Christophel, 1990; Kelley & Gorham, 1988; Titsworth, 2001), though a smaller relationship was found than for affective learning.
  • Perceived instructor competence, caring and trustworthiness (Thweatt, 1999
  • Positive student evaluations (Moore, Masterson, Christophel, & Shea, 1996)
  • Student attendance and participation (Rocca, 2004)
  • Non-verbal immediacy includes behaviors such as smiling, gesturing, eye contact and having relaxed body language. Verbal immediacy refers to calling the students by name, using humor and encouraging student input and discussion.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
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  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
Diane Gusa

My teacher . . . the computer? « InterACT - 0 views

accomplishedcaliforniateachers.wordpress.com/...my-teacher-the-computer

education technology assignment db5

shared by Diane Gusa on 11 Aug 11 - No Cached
  • A group blog from Accomplished California Teachers: Classroom expertise for better education policy. Home About ACT ACT Publications Blogger Bios My teacher . . . the computer?
  •  “One of [a successful student's] key skills in school is his ability to bond with teachers. We’ve spent a generation trying to reorganize schools to make them better, but the truth is that people learn from the people they love.”
  • computers and technology cannot replace the ability of skillful teachers to develop a young student’s ability to think critically, be innovative, and believe in the potential that he or she possess.  A computer will never be able to provide a safe environment for a child seeking stability and support.
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  • students who face incredible challenges and confront tremendous obstacles. 
  • providing guidance, a passion for learning, an understanding of what is necessary to move a student to the next level of inquiry and excellence, and an unwavering belief in each student’s potential – that will continue to make the ultimate difference.
  • Diane Gusa on 11 Aug 11
     
    Wonderful blog about the power of f2f/
Diane Gusa

Interaction and Immediacy in Online Learning | Woods | The International Review of Rese... - 0 views

www.irrodl.org/...268

interaction immediacy online learning research db5

shared by Diane Gusa on 12 Aug 11 - No Cached
  • Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
  • Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
  • an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
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  • Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
  • Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
  • “Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
  • Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
Diane Gusa

BrainBerg Child Development Center: Multiple Intelligence - Where Kids are understood b... - 0 views

brainberg.blogspot.com/...telligence-where-kids-are.html

development intelligence db5

shared by Diane Gusa on 13 Aug 11 - No Cached
  •  Our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence.
  • equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live
  • many children who have these gifts don’t receive much reinforcement for them in school.
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  • learning disabled,"
  • linguistic or logical-mathematical classroom.
  • lessons in a wide variety of ways
Diane Gusa

To Justify Every 'A,' Some Professors Hand Over Grading Power to Outsiders - Technology... - 0 views

chronicle.com/...128528

technology assessment grading db5

shared by Diane Gusa on 14 Aug 11 - No Cached
  • Diane Gusa on 14 Aug 11
     
    ""The evaluators have no contact with the students at all. They don't know them. They don't know what color they are, what they look like, or where they live. Because of that, there is no temptation to skew results in any way other than to judge the students' work.""
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