Accepted Papers from TCEA Symposium 2007

Fostering Psychological Closeness in Online Courses

Credence Baker
Tarleton State University

Kimberly Rynearson, Ph.D.
Tarleton State University

ABSTRACT: This study investigated the effect of verbally immediate behaviors on learning outcomes and interactivity in an online course. Thirty-six students were assigned randomly to one of two versions of the course. Course structure was controlled and verbal immediacy was manipulated. Student interactions and learning outcomes were compared. Results demonstrated that verbally immediate behaviors had no statistically significant effect on learning outcomes or on interactivity. Verbal immediacy was associated with fewer views of documents and discussion posts. Results suggest that verbally immediate behaviors may reduce the psychological distance between instructors and students in an online course. The results do not provide evidence that verbal immediacy influenced interaction frequency or improved learning outcomes. Future research should address quality and quantity of instructor communications in an online course.

Fostering Psychological Closeness in Online Classes

Online learning environments provide a unique opportunity to deliver education to students who are time- and place-bound. Because students do not actually meet in a physical location, they have specific concerns regarding interacting and communicating with their classmates and the instructor. These concerns rest upon some students’ belief that face-to-face contact is necessary for instructional interaction and learning. Their apprehension can materialize in the absence of quality student-instructor, student-student interactions. Interactivity is inherent to working together and exchanging ideas, two activities that are associated with effective adult instruction (Brown, 2004). Oblinger (2003) reported positive effects of interactivity in online learning environments. Threaded discussion, email, chat, and instant messaging allow instructors to present content, direct attention to a concept, provide background information, answer questions, and encourage the exchange and discussion of new ideas and applications of the course content in online courses. Moreover, Tello (2002) reported the frequency with which an instructor used threaded discussion and email related positively to students’ attitudes and persistence to complete the course. Finally, Stein, Wanstreet, Calvin, Overtoom, and Wheaton (2005) noted the importance of interaction for learner satisfaction and perceived knowledge gained in an online learning environment. Thus, interaction in an online course can affect students and their outcomes in a number of ways.