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    政大典藏 > College of Education > Proceedings >  Item 140.119/153730


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/153730


    Title: The effect of online instructors＇ immediacy and presence on nursing students＇ motivation, cognitive, and affective learning
    Authors: 莊俊儒
    Ching, Gregory S.;Palmes, Madonna S.;Chao, Pei-Ching;Acain, Chelsy;Apolinario, Angel Louise;Alegario, Katrina;Barrios, Julia Shane;Baldonado, Zendee Nicole
    Contributors: 教育學院
    Keywords: Online learning;Instructors’ Immediacy;Instructors’ Presence;Learning Motivation;Affective Learning;Cognitive Learning;Nursing Students
    Date: 2024-05
    Issue Date: 2024-09-10 13:57:12 (UTC+8)
    Abstract: The popularity of online courses has increased since the COVID-19 pandemic. In the case of nursing courses, traditional face-to-face instruction has been found to be most effective. Nurses are often taught face-to-face to obtain hands-on experience and direct interaction with instructors and peers. Furthermore, in-person instruction provides a supportive environment for students to ask questions, receive immediate feedback, and establish meaningful connections. This study aims to examine whether online instructors’ immediacy and presence during COVID-19 affect nursing students’ learning motivation, cognitive learning, and affective learning. Data were collected from 206 nursing students who studied online between September 2020 and February 2022. Descriptive statistics revealed that students viewed their instructors as moderately immediate and highly present in the classroom. This resulted in fair levels of affective learning, average cognitive learning, and moderate learning motivation. In addition, the results of the regression analysis also indicate that online instructors’ immediacy and presence are closely associated with students’ learning motivation and affective learning. However, correlational analysis shows that there exists a nuanced relationship between online instructors’ immediacy and presence negatively affecting students’ affective learning. Overall, the study revealed that online instruction needs to be further developed and integrated with social and emotional aspects. Addressing the social and emotional aspects of online instruction can provide students with the support and guidance they need to succeed in an online learning environment.
    Relation: Learning Technology for Education Challenges. LTEC 2024. Communications in Computer and Information Science (CCIS,vol. 2082), 台灣社會網絡學會, pp.252-265
    Data Type: conferernce
    DOI link: https://doi.org/10.1007/978-3-031-61678-5_19
    DOI: 10.1007/978-3-031-61678-5_19
    Appears in Collections:[College of Education] Proceedings

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