Abstract
COVID-19 pandemic has led to a major shift towards online learning, emphasizing the importance of teacher immediacy in promoting students’ participation, academic achievement and knowledge retention. The transition to online learning has become increasingly prevalent, necessitating a deeper understanding of the factors that influence students' academic performance in environment. One such factor is teacher immediacy, which refers to the perceived psychological closeness between teachers and students. This study investigates the effect of leveraging technology to enhance teacher immediacy on online students' participation, academic achievement, and knowledge retention. A systematic review of relevant literature was conducted, and data were collected from 150 postgraduate students through online survey, achievement test (open book test) and retention test. The study used a quasi-experimental nonequivalent posttest design, with participants assigned to either an experimental group (n=75) or a control group (n=75). The experimental group received online teacher immediacy interventions, which included instant responses, feedback, asking questions, use of personal pronouns etc, while the control group received normal intervention. The experimental group reported higher levels of engagement, motivation, higher levels of participation, academic achievement, and knowledge retention than the control group. The findings of this study suggest that teacher immediacy is an essential factor in online learning environments that positively affect overall students’ performance. Teachers may employ language and communication strategies that convey warmth, approachability, and availability to students to enhance student outcomes in online learning environments. The results have implications for educators and instructional designers who are interested in enhancing student engagement, academic achievement, and learning outcomes in online learning settings.
Author Information
Saqib Hussain, Allama Iqbal Open University–Islamabad, Pakistan
Zaheer Ahmad, Allama Iqbal Open University–Islamabad, Pakistan
Naila Naseer, Allama Iqbal Open University–Islamabad, Pakistan
Paper Information
Conference: ECE2023
Stream: Teaching Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Hussain S., Ahmad Z., & Naseer N. (2023) The Effect of Teacher Immediacy as Leverage Technology on Online Students’ Participation, Academic Achievement and Knowledge Retention ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.86
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.86
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