TEACHER IMMEDIACY BEHAVIORS AND PARTICIPATION IN COMPUTER MEDIATED COMMUNICATION

Few concepts in instructional communication literature have received as much
attention as teacher immediacy. However, educational communication scholars have
thoroughly studied immediacy behaviors mainly in traditional classrooms and these
studies are mostly related to student attitudes and learning. Thanks to some growing
attempts, recent research has extended these findings to distance education. The
difference of this study is to examine the relationship between teacher immediacy
behaviors and participation in an online setting. Results indicated that affective and
interactive indicators were the least used immediacy behaviors while cohesive
indicators were mostly used by teacher in this case. Also data show that teachers‘
interactive immediacy behaviors and immediate feedback determine students‘
participation in asynchronous computer-mediated communication environment.