Abstract
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.
Highlights
In a world where connectivity continues to increase, offerings for technology-enhanced education continue to increase
Research design & purpose This study follows a predictive correlational research design in order to determine if a relationship exists between international students’ perceptions of teacher immediacy, perceptions of learning, and students’ achievement as measured by end grades when enrolled in computer-mediated graduate courses at U.S university
In conformance with the design of the hierarchical multiple regression (HMR) (Warner, 2013), variables were entered into the analysis in blocks in order to determine what statistically significant predictive ability, if any, each set of variables demonstrated on the criterion variable
Summary
In a world where connectivity continues to increase, offerings for technology-enhanced education continue to increase. The popularity of international education has created a need to study the international student experience when enrolled in U.S courses, especially those that occur in non-traditional settings. An emerging body of research has suggested that those who design university courses for international students should consider how teacher immediacy and student perceptions of the learning experience impact student satisfaction and course grades (Estepp & Roberts, 2015). This study seeks to understand the relationship between teacher immediacy and students’ perceived learning among international students enrolled in computer-mediated, graduate level courses in a U.S university. For the purposes of this study, international students are defined as non-U.S citizens who may temporarily reside in the U.S or may reside in another country while enrolled in a course offered by a U.S institution of higher education
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