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.
Recommended Citation
Kamps, Ann Marie Katlyn, "Student Perceptions of Instructors Comparing a Low Mediated Immediacy Syllabus to a High Mediated Immediacy Syllabus" (2022). Theses and Dissertations. 1604.
https://ir.library.illinoisstate.edu/etd/1604
DOI
https://doi.org/10.30707/ETD2022.20221020070312296104.999984
Page Count
58
Comments
Imported from Kamps_ilstu_0092N_12175.pdf