Creating Teacher Immediacy in Online Learning Environments

Creating Teacher Immediacy in Online Learning Environments

Steven D'Agustino (Fordham University, USA)
Release Date: March, 2016|Copyright: © 2016 |Pages: 356
ISBN13: 9781466699953|ISBN10: 1466699957|EISBN13: 9781466699960|DOI: 10.4018/978-1-4666-9995-3


Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement.

Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Cyber Behavior
  • Immersive Learning Environment
  • Instructor Authenticity
  • Instructor Presence
  • Online Communication
  • Professional Development
  • STEM Education
  • Technology Integration

Reviews and Testimonials

Through 15 chapters, instructional designers, technology specialists, and educators from North America, Jamaica, Pakistan, Zambia, and Australia discuss how to create teacher immediacy in online learning environments. They consider building presence, creating immediacy through beliefs and behaviors, emphasizing and enhancing presence, emphasizing interactivity, the effectiveness of instructional videos for immediacy, instructional design and organization and directed facilitation, the use of synchronous and asynchronous tools, Facebook-mediated learning environments, the use of synchronous online webinars, and more.

– ProtoView Reviews

...A well-written and useful title, tackling critical issues of the online learning phenomenon and offering strategies which can help instructors and program developers alike. [...] for those institutions looking to enhance their online programs and provide meaningful professional development resources to their online instructors, the price is worth the investment. Highly recommended for college/research libraries, particularly institutions with educational degree programs and eLearning programs.

– Megan W. Lowe, Reference/Instruction Librarian, University of Louisiana at Monroe, American Reference Books Annual (ARBA)

The volume begins with a helpful detailed table of contents that provides a brief synopsis of each chapter. There is also a useful foreword by Karen P. Kaun which underscores the importance of the human component in teaching and learning regardless of the instructional format. The preface speaks to the impact of the “interactive turn,” the “undesigned remainder,” and the “modelling function” in asynchronous learning. In addition, there is a brief description of each chapter that complements the summaries in the table of contents. Every chapter also starts with an abstract and an introduction. Pedagogy, not technology, is the focus of each chapter. Therefore, this reference is valuable for course designers, media specialists, instructors, and researchers across a range of academic disciplines. That said, there are a few chapters that all will want to read and ponder.

– Gary S. Eller, University of Nebraska Omaha, Journal of Reflective Teaching

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Steven D’Agustino holds a doctorate from Fordham University’s Graduate School of Education and is the Director of Online Learning for the Office of the Provost where his responsibilities include supporting the development of distance learning programs across Fordham University. He has published research in the area of instructional enhancement through the integration of technology and has been awarded a number of grants while at Fordham, the largest of which was a 2.5 million dollar grant to provide access to technology through online learning. Dr. D’Agustino is the editor of two books: Adaptation, Resistance and Access to Instructional Technologies and Immersive Environments, Augmented Realities, and Virtual Worlds: Assessing Future Trends in Education published in 2010 and 2012, respectively. His most recent publications, both in 2013, include “Toward a course conversion model for distance learning: a review of best practices” in Frontiers of Distance Learning in Business Education and “Providing innovative opportunities and options through online credit recovery and afterschool programs” in Expanding Minds and Opportunities.