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Diane Gusa

Teacher Immediacy | Teaching and Learning Matters* - 0 views

blogs.nvcc.edu/...teacher-immediacy

immediacy

shared by Diane Gusa on 17 Jul 12 - No Cached
  • “Immediacy is a perception of physical or psychological closeness” (Richmond, 2002, p. 65). It
  • If students like you, you are probably using immediacy behaviors, as immediacy in part determines power and liking (affect) of students for their teachers.
  • Teacher immediacy correlates with affective learning outcomes (attitudes, beliefs and values toward learning) and (slightly) with cognitive learning outcomes (recognition, recall, understanding content).
  • ...2 more annotations...
  • “we” or “us”
  • Richmond’s (2002) advice is to “dress formally for a week or two until credibility is established. Then dress more casually to project the image that one is open to student-teacher interaction” (p. 71).
Diane Gusa

Promoting Peaceful Classrooms - 0 views

www.webster.edu/...PPCteacherimmed.html

immediacy

shared by Diane Gusa on 17 Jul 12 - Cached
  • Compiled by Janie Wilson, Ph.D. Immediacy is defined by psychological availability
  • Teacher immediacy has been related to student motivation, learning, and perception of the learning process.
  • students have a more positive attitude toward instructors who exhibit immediacy behavior
Diane Gusa

Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 0 views

michaelhaenlein.com/...0of%20the%20world,%20unite.pdf

presence web 2.0

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Diane Gusa on 25 Jun 12
     
    Social presence is influenced by the intimacy (interpersonal vs.mediated) and immediacy (asynchronous vs. synchronous) of themedium, and can be expected to be lower for mediated (e.g., telephone conversation) than interpersonal (e.g., face-to-face discussion) and for asynchronous (e.g., e-mail) than synchronous (e.g., live chat) communications. The higher the social presence, the larger the social influence that the communication partners have on each other's behavior. Closely related to the idea of social presence is the concept of media richness. Media richness theory (Daft & Lengel, 1986) is based on the assumption that the goal of any communication is the resolution of ambiguity and the reduction of uncertainty. It states that media differ in the degree of richness they possess--that is, the amount of information they allow to be transmitted in a given time interval--and that therefore some media are more effective than others in resolving ambiguity and uncertainty. Applied to the context of Social Media, we assume that a first classification can be made based on the richness of the medium and the degree of social presence it allows. With respect to the social
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 1 views

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

instructional immediacy principles online

shared by Diane Gusa on 18 Jul 12 - Cached
  • Table 1. Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986) 1. Encourage contact between students and faculty: Frequent student-faculty contact both in and outside of class is an important factor in student motivation and involvement. 2. Develop reciprocity and cooperation among students: Faculty should create and encourage opportunities for collaborative learning among students. 3. Encourages active learning: Faculty should require students to apply their learning in oral and written forms. 4. Give prompt feedback: Faculty should provide appropriate and prompt feedback on performance. Students need help assessing their current competence and performance, and need frequent opportunities to perform and receive suggestion for improvement. Such feedback should be an ongoing process in collegiate settings. 5. Emphasize time on task: Faculty should create opportunities for students to practice good time management. This includes setting realistic time for students to complete assignments as well as using class time for learning opportunities. 6. Communicate high expectations: Faculty should set and communicate high expectations for students. Such becomes a self-fulfilling prophecy for students and they often will rise to meet the challenge. 7. Respect diverse talents and ways of learning: Faculty should create learning opportunities that appeal to the different ways students will process and attend to information. Varying presentation style and assignment requirement will allow students to showcase their unique talents and learn in ways that work for them.
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