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)

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.

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.

In a real very practical sense, my ability to connect to other people, is learning for me. My ability to find information sources through easy-to-use tools is learning for me. And ultimately, anything whether it's policy, government initiatives, copyright, or any other system that puts up barriers between me and my ability to connect to others and information, it is ultimately a barrier to my learning.

give challenging assignments.

communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are good.

publicly praising exemplary work communicates high expectations. Instructors do this by calling attention to insightful or well-presented student postings.