The results show a similar curve in student affect for both low and high immediate teachers. A lower student affect on courses that offer no technology, higher student affect on courses that offer a range, lower student affect on a course that offers on f2f. But the is a separation between the curves of 20%. Showing that teachers with higher immediacy can influence the interest in courses that range in the amount of technology used. The most interesting part is completely online courses. Here the more immediate teacher is closest to the less immediate one. 50% to 40%. 'without the skillful and competent use of communication behaviors in the classroom, the use of instructional technology may have very little impact on student outcomes' p12
In looking around for papers that have explored this dimension, I found Witt & Schrodf [2006] the influence of instructional technology use and teacher immediacy on student affect for teacher and course. The method is a set of experimental 'first days' where groups of students get told about the course and the level of technology by either a low immediate teacher and a high immediate teacher.
The results show a similar curve in student affect for both low and high immediate teachers. A lower student affect on courses that offer no technology, higher student affect on courses that offer a range, lower student affect on a course that offers on f2f. But the is a separation between the curves of 20%. Showing that teachers with higher immediacy can influence the interest in courses that range in the amount of technology used. The most interesting part is completely online courses. Here the more immediate teacher is closest to the less immediate one. 50% to 40%. 'without the skillful and competent use of communication behaviors in the classroom, the use of instructional technology may have very little impact on student outcomes' p12
No comments:
Post a Comment