Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes.  Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning.  No significant difference was i...

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Bibliographic Details

Published in:	Journal of the Scholarship of Teaching and Learning
Main Authors:	Luke LeFebvre, Mike Allen
Format:	Article
Language:	English
Published:	Indiana University Office of Scholarly Publishing 2014-05-01
Subjects:	teacher immediacy teaching format student learning affective learning cognitive learning graduate teaching assistants
Online Access:	https://scholarworks.iu.edu/journals/index.php/josotl/article/view/4002