Jillian L. Wendt University of the District of Columbia Deanna Nisbet Regent University

1. Teacher immediacy: the relationship with perceived learning and student outcomes in the U.s. international classroom Jillian L. Wendt University of the District of Columbia Deanna Nisbet Regent University E-LEARN 2015 CONFERENCE OCTOBER 19-22, 2015

2. introduction • Unique challenges encountered by international students enrolled in U.S. courses • Many are successful • Different set of challenges • How do we best meet international students’ needs?

3. introduction • Challenges include: • Language • Culture • Academic expectations • Social expectations

4. introduction • Documented difficulties: • Language • Adapting to academic culture • Misunderstandings • Complications in communication • Isolation • Alienation • Culture shock • Overall adjustment (Erichsen & Bollinger, 2011)

5. introduction • Importance of examining design and delivery of instruction • How can international students be best supported? • What are best practices? • What are evidence-based practices? • Do current models meet international student needs?

6. introduction • Positive relationship between teacher immediacy and positive student outcomes (Ni & Aust, 2008; King & Witt, 2009; Russo & Benson, 2005) • Positive relationship between perceived learning and positive student outcomes (King & Witt, 2009; Rovai et al., 2009) • …with U.S. students. • Do similar relationships exist with international students?

7. Introduction Does a relationship exist between international students’perceptions of teacher immediacy, perceived learning, and end of course grades when enrolled in U.S. graduate courses offered in a computer-mediated delivery format?

8. Theoretical framework • Theory of immediacy (Mehrabian, 1971) • Indicator of attitudes in communication (Mehrabian, 1966) • Verbal and non-verbal immediacy • Explicit and implicit forms

9. background • Relationship between increased teacher immediacy and positive student outcomes (Gorham, 1988) • Relationship between increased teacher immediacy and student satisfaction (Ni & Aust, 2008) • Relationship between increased teacher immediacy and student motivation (Wilson, 2006)

10. background • CAP Perceived Learning Scale (Rovai et al., 2009) • Measures perceived learning • Domains: • Cognitive • Affective • Psychomotor

11. background

12. background • CAP • Relationship to learning effectiveness • Relationship to learning practices • Predictor of student course outcomes (Rovai et al., 2009)

13. background • Nature of teaching and learning environment • Discourse community • Varies from one culture to another (DeVillar, Faltis, & Cummins, 1994; Hofsted, 1986; Sadykova & Dautermann, 2009) • Expectations vary

14. background • Challenges of computer-mediated environment • Delayed response time • Lower quality of communication (Liu et al., 2010) • Heightened cultural challenges (Erichsen & Bollinger, 2011; Liu et al., 2010; Want & Reeves, 2007)

15. background • Increased examination • Increased intervention • Importance of studying impact of teacher immediacy on outcomes • Relationship to student success

16. methodology • Causal comparative research design • Spearman’s rank order correlation

17. Research questions • RQ1: Is there a statistically significant relationship between international students’ perceptions of teacher immediacy when enrolled in a graduate course and students’ end of course grades?

18. Research questions • RQ2: Is there a statistically significant relationship between international students’ perceived learning when enrolled in a graduate course and students’ end of course grades?

19. Research questions • RQ3: Is there a statistically significant relationship between international students’ perceptions of teacher immediacy when enrolled in a graduate course and students’ perceived learning?

20. participants • 276 students • Enrolled in graduate courses • Northern Virginia, USA • 211 males • 65 females

21. participants • Synchronous delivery • Moodle ™ learning management system • 8 week courses • Survey given during week 5 • Demographics • Verbal Immediacy Scale (Gorham, 1988) • CAP Perceived Learning Scale (Rovai et al., 2009) • End of course grades

22. Overview of results • RQ1: Small, negative statistically significant relationship between students’ perceptions of teacher immediacy and end of course grades

23. Overview of results • RQ2: No statistically significant relationship between students’ perceived learning and end of course grades

24. Overview of results • RQ3: Small, positive statistically significant relationship between students’ perceptions of teacher immediacy and students’ perceived learning

25. discussion • Current findings contradict previous studies which revealed the following: • Positive relationship between perceived teacher immediacy and student outcomes (Ni & Aust, 2008; Russo & Benson, 2005) • Positive relationship between perceived learning and course grades (Rovai et al., 2009)

26. Implications • What works for U.S. students may not work for international students. • Certain types of course design may present a barrier for international students.

27. Future study More research is needed to examine: • Factors that impact international students’ success • Unique considerations for course design and delivery

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