The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university

• Published in: International Journal of Educational Technology in Higher Education Vol. 15; no. 1; pp. 1 - 15
• Main Authors: Wendt, Jillian L., Courduff, Jennifer
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 05.09.2018; Springer Nature B.V; SpringerOpen
• Subjects: Colleges & universities; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computer-mediated; Computers and Education; Correlation analysis; Distance Education; Educational Technology; Foreign students; Grades; Graduate studies; Higher Education; Humanities; Implicit communication theory; Information Systems Applications (incl.Internet); International education; International students; Law; Learning Processes; Outcomes of Education; Perceptions; Research Article; Statistics for Social Sciences; Student Attitudes; Student Experience; Students; Teacher immediacy; Teachers; United States > US; Grades; Teacher immediacy; International students; Implicit communication theory; Computer-mediated
• ISSN: 2365-9440; 2365-9440
• DOI: 10.1186/s41239-018-0115-0

This study employed a correlational research design to determine if a relationship existed between international students’ perceptions of teacher immediacy and students’ end of course grades in computer-mediated, U.S. graduate courses. Analysis demonstrated a statistically significant negative relationship between teacher immediacy and end of course grades, thus indicating that higher scores on the teacher immediacy scale relate to lower end of course grades. These findings are contrary to previous research findings with U.S. students engaging in computer-mediated courses, thus demonstrating the unique characteristics and needs of international students. Findings hold important implications to the design and delivery of graduate level courses for the international student population and reiterate the need for further investigation regarding the international student experience in U.S. higher education.