Using Asynchronous Video to Achieve Instructor Immediacy and Closeness in Online Classes: Experiences from Three Cases

Abstract

This research sought to understand the experiences of students and instructors with asynchronous video (video-mail) using webcams in three online sections of teacher education classes at Brigham Young University. We examined the experiences of students through scores and comments posted in student ratings surveys, and the experiences of instructors through personal reports. These experiences were evaluated in terms of the observed existence of instructor immediacy and of closeness. Immediacy is defined in this study as the verbal and non-verbal signals normally achieved in face-to-face communications between instructor and students that can help establish a close and trusting relationship whereby students know their instructor and feel that they are known, where students seek support, where feedback is personal and meaningful, where students have a sense of well being, and where student motivation is positively impacted.