Enhancing On-Line Teaching with Verbal Immediacy through Self-Determination Theory
This paper explores the use of instructor verbal immediacy behaviors for on-line classes. Specifically, it demonstrates how instructor verbal immediacy behaviors found in face-to-face classes can also be displayed for on-line classes. It is argued that self-determination theory describes identification of the student as an important role in the instructional context and instructor verbal immediacy behaviors can help with student identification. Implications are given for instructors and administrators at higher education institutions. Future researchers are encouraged to further explore student identification with their instructor for positive instructional outcomes with on-line classes.
Online Journal of Distance Learning Administration
