The influence of lecturer text-based immediacy on student engagement experiences and learning outcomes in distance education in Saudi Arabia

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Al Ghamdi, Abdullah (2017) The influence of lecturer text-based immediacy on student engagement experiences and learning outcomes in distance education in Saudi Arabia. PhD thesis, Victoria University.

Abstract

Over recent decades, lecturer immediacy has been a widespread topic of inquiry and research. Investigations have specifically considered the influence of lecturer verbal and non-verbal immediacy behaviours in the classroom and their resultant impact on students’ experiences and learning outcomes. Improvements in capacity and quality of information and communication technologies support the increase in educational transactions moving online and an increase in the number of distance education programs worldwide. Recurring concerns within the distance education community are the issues of physical and psychological isolation and the separation that students experience in contrast to the conventional classroom environment at universities. In this context, this research focused on lecturer verbal and non-verbal text-based immediacy behaviours in an online setting as a potential factor in reducing students’ perceived sense of isolation (physical and psychological) and in supporting students’ learning experiences. This study inquired into the impact of lecturer verbal and non-verbal text-based immediacy behaviours in distance education courses on the following four student engagement variables: (1) online class participation; (2) communication satisfaction; (3) affective learning; and (4) cognitive learning. The study was conducted at a University in Saudi Arabia and involved participants enrolled in distance education courses.

Item type Thesis (PhD thesis)
URI https://vuir.vu.edu.au/id/eprint/33598
Subjects Historical > FOR Classification > 1303 Specialist Studies in Education
Historical > Faculty/School/Research Centre/Department > College of Education
Keywords ICT, educational technology, cognitive learning, affective learning, online classroom, e-learning, teachers, students' participation, teacher immediacy, communication satisfaction, learning outcomes, Jeddah
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