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Instructional immediacy in elearning


Walkem, K, Instructional immediacy in elearning, Collegian, 21, (3) pp. 179-184. ISSN 1322-7696 (2014) [Refereed Article]

Copyright Statement

Copyright 2013 Australian College of Nursing

DOI: doi:10.1016/j.colegn.2013.02.004


Summary Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing studentsí reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming studentís personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

Item Details

Item Type:Refereed Article
Keywords:immediacy, elearning, computer-mediated technology, online, nursing, postgraduate students
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Medicine, nursing and health curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Walkem, K (Ms Kerrie Walkem)
ID Code:86908
Year Published:2014 (online first 2013)
Web of Science® Times Cited:5
Deposited By:Health Sciences B
Deposited On:2013-10-31
Last Modified:2017-12-14

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