Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes

Abstract

This study used quantitative measures to gather data from online students to analyze the effects of perceptions about teacher verbal immediacy and classroom community on stu dents’ level of satisfaction, perceived learning, and online discussion frequency. Using convenience sampling, 214 stu dents were recruited from undergraduate and graduate online courses. A bivariate correlation, multiple linear regression, and two-way analysis of variance (ANOVA) were used for data analysis. The Pearson coefficients demonstrated the effects of teacher verbal immediacy and sense of classroom community on satisfaction and perceived learning were posi tive. Multiple regression analysis revealed that sense of class room community was the only significant factor able to explain variability of satisfaction and perceived learning. Teacher verbal immediacy was shown to be the only signifi cant predictor of online discussion frequency. The ANOVA results indicated that students in person-oriented courses per ceived higher degree of teacher verbal immediacy and sense of classroom community, regardless of their gender. Results of this study suggested that the development of sense of class room community is critical to enhance students’ satisfaction and perceived learning. In addition, the role of teacher verbal immediacy is important in online discussion. Teachers should develop communication behaviors that reduce social and psy chological distance in the online learning environment.

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