Author's Keywords: learning, cognitive, affective, perceived, immediacy, verbal, nonverbal, meta-analysis	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: International Communication Association URL: http://www.icahdq.org
Citation: URL: http://www.allacademic.com/meta/p112238_index.html Direct Link: HTML Code:

Witt, Paul., Wheeless, Lawrence. and Allen, Mike. "A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p112238_index.html>

Witt, P. L., Wheeless, L. R. and Allen, M. , 2003-05-27 "A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p112238_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This meta-analysis reviews the findings of 81 studies (N = 24,474) examining the relationship between teachers' verbal and/or nonverbal immediacy and students' learning outcomes. The cumulative evidence indicates a meaningful correlation (r = .50) between overall teacher immediacy and overall student learning. Average correlations were obtained for teachers' verbal immediacy (r = .47), nonverbal immediacy (r = .48), and combined-only immediacy (r = .55) in relation to overall student learning. Teachers' verbal immediacy was found to correlate with students' perceived learning (r = .49), affective learning (r = .49), and cognitive learning (r = .06). Teachers' nonverbal immediacy was found to correlate with students' perceived learning (r = .51), affective learning (r = .49), and cognitive learning (r = .17). Average effect sizes were generally smaller in experimental research designs than in survey-type research. The cumulative results of this meta-analysis confirm that teacher immediacy has a substantial relationship with certain attitudes and perceptions of students in relation to their learning, but an almost negligible relationship with cognitive learning performance.

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