Defining Immediacy through the Identification of Its Behavioral Attributes in an Online RN-BSN Program

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Citation

Zaia, Ann, “Defining Immediacy through the Identification of Its Behavioral Attributes in an Online RN-BSN Program,” Scholar@Simmons, accessed September 24, 2020, https://beatleyweb.simmons.edu/scholar/items/show/210.

Title

Defining Immediacy through the Identification of Its Behavioral Attributes in an Online RN-BSN Program

Creator

Zaia, Ann

Date

2012

Description

Increasing numbers of students, including nursing students, have experienced a paradigm shift in how they participate in their education, many moving from the traditional face-to-face (f2f) classroom into the virtual world of online learning. As such, standard teaching methodologies and their underlying conceptual foundations should be challenged and re-examined. An important foundational concept, instructor immediacy and its constructs of verbal and non-verbal cues, has long been attributed to successful educational outcomes in the f2f classroom. Immediacy has been studied in the online classroom however the existence, definition and value of immediacy in the synchronous online classroom for RN-BSN students have not been explored. The purpose of this study was to examine the concept of immediacy and its constructs of verbal and non-verbal behaviors, specifically as these relate to the synchronous online environment for RN-BSN students attempt to re-define it in this setting and to determine if students value this concept. Peplau’s Theory of Interpersonal Relations (1991) was used as a framework for the research. Using a mixed methods approach, an online survey developed by the researcher was used to obtain information from alumni/ae of a RN-BSN program at a large urban university in the Northeast. Results showed that while students felt immediacy existed similarly in both settings, they valued convenience in the online classroom more than immediacy. Further research is needed to better understand the role immediacy plays in the synchronous online environment for RN-BSN students before a new definition, alternative pedagogies and instructional design strategies can be considered in this environment.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (119 Pages)

Language

English

Type

Doctoral Dissertations