TY - JFULL AU - Glenda A. Gunter PY - 2007/12/ TI - The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes T2 - International Journal of Educational and Pedagogical Sciences SP - 728 EP - 735 VL - 1 SN - 1307-6892 UR - https://publications.waset.org/pdf/481 PU - World Academy of Science, Engineering and Technology NX - Open Science Index 11, 2007 N2 - 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 learning. ER -