@article{(Open Science Index):https://publications.waset.org/pdf/481,
	  title     = {The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes},
	  author    = {Glenda A. Gunter},
	  country	= {},
	  institution	= {},
	  abstract     = {Current research has explored the impact of
instructional immediacy, defined as those behaviors that help build
close relationships or feelings of closeness, both on cognition and
motivation in the traditional classroom and online classroom;
however, online courses continue to suffer from higher dropout rates.
Based on Albert Bandura-s Social Cognitive Theory, four primary
relationships or interactions in an online course will be explored in
light of how they can provide immediacy thereby reducing student
attrition and improving cognitive learning. The four relationships are
teacher-student, student-student, and student-content, and studentcomputer.
Results of a study conducted with inservice teachers
completing a 14-week online professional development technology
course will be examined to demonstrate immediacy strategies that
improve cognitive learning and reduce student attrition. Results of
the study reveal that students can be motivated through various
interactions and instructional immediacy behaviors which lead to
higher completion rates, improved self-efficacy, and cognitive
	    journal   = {International Journal of Educational and Pedagogical Sciences},
	  volume    = {1},
	  number    = {11},
	  year      = {2007},
	  pages     = {729 - 735},
	  ee        = {https://publications.waset.org/pdf/481},
	  url   	= {https://publications.waset.org/vol/11},
	  bibsource = {https://publications.waset.org/},
	  issn  	= {eISSN: 1307-6892},
	  publisher = {World Academy of Science, Engineering and Technology},
	  index 	= {Open Science Index 11, 2007},