Date of Award

3-30-2022

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

School of Communication

First Advisor

John Hooker

Abstract

Instructional communication researchers have begun exploring the effects of levels of immediacy and mediated immediacy on students’ perceptions and success in the classroom. To date, researchers have concluded high levels of immediacy are beneficial for instructors to use both in their classroom and online as well. To extend this line of research, this experiment explores the effects of mediated immediacy on student perceptions of instructor’s clarity, credibility, and motivation. Results indicated that high levels of mediated immediacy in syllabi have positive effects on student perceptions and should be integrated within the online classroom. These findings contribute practical implications for instructors and department chairs who are interested in instructional communication.

Comments

Imported from Kamps_ilstu_0092N_12175.pdf

DOI

https://doi.org/10.30707/ETD2022.20221020070312296104.999984

Page Count

58

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