Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses

Holly M. Hutchins

97 citations0/0 files storedOnline journal of distance learning administration

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Online and Blended Learning Visual and Cognitive Learning Processes Communication in Education and Healthcare

Abstract

Much has been made of assessing web-based classes over the past 20 years. In many research circles, the overwhelming concern has been whether traditional (face-face) classes and those taught via the web (web-based classes) fare the same in terms of student achievement and satisfaction. Others have focused on which technology is best for web-based classes, while still others are concerned with instructional design issues and determining which design features are essential for web-based courses in terms of clarity, consistency, and in ease of use. While important areas of inquiry and subsequent development, concern with instructional effectiveness, or how an instructor can best direct, facilitate, and support students toward certain academic ends (i.e., student achievement, student satisfaction) in web-based classes has received considerably less attention.

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1989Seven Principles for Good Practice in Undergraduate Education 1974Principles of Instructional Design 1983Reconsidering Research on Learning from Media 2004IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever 2001Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses 1988The relationship between verbal teacher immediacy behaviors and student learning 2000Virtual Classroom Characteristics and Student Satisfaction with Internet-Based MBA Courses 2001How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses

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