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Strategy of lecture immediacy

Strategies That Can Improve the Immediacy Behaviours in Technology

Teaching immediacy and presence is an imperative aspect that influences a learner’s learning and teaching experience; notably in enhancing student engagement. According to Greenberger, (2016) activities that involve student’s active cognition processes create and deliver instruction, learning activities and assignments that involve the learners in an online class environment which are required for student engagement in an online class context (Imlawi et al., 2015 p84; Dietz-Uhler, 2016 p. 41). Baker (2014) contends that the lack of social presence with the tutor, content and learners significantly impacts perceived learning and satisfaction. Lacking awareness of the learner’s presence will limit the strategies that encourage learners to present in their course. The key to create enhanced interaction between the learners is to create opportunities that allow learners to the express themselves and have increased significance in the learner’s life (Backer, 2014 p. 252).

Synchronous Video/Audio Inclusion

Interaction is imperative in enhancing the success of the distance learning. Evidently, Bork suggests the high level of interaction among individualization of learning. Modern synchronous audio/video communication holds the most promise in maximizing the interactions between the instructors and the students (Fahara, 2015). Sipusic suggests that video-mediated communication is paramount in enabling both relational and content components of discourse which is an essential component of effective collaborative learning (Fahara, 2015). This approach can, in fact, create high satisfaction levels, higher academic performance and more enjoyment in comparison to the classroom lecture given that teachers and students can have interactive environments (Fahara, 2015).

Text-Based Communication

Text-based communication approaches have been effective in supplementing the usefulness of the virtual classrooms, over traditional courses. In interactive synchronous lectures, for example, students can type comments and questions without any form of interruptions. Evidently, such questions benefit the students benefit the students, as well as the entire class because all the students can see the questions (Martin 2014 p. 194). This enhances their critical skills by compelling them to reflect on the questions and present answers to the teachers themselves. Tentatively, text comments enable the student to learn the status of their colleagues and measure their learning comparatively. Marjanovic advocates that students involved in virtual classrooms have increased critic thinking capabilities, problem-solving skills and written communication skills (Martin, 2014 p.195).



The conversation goes on for at least a week

The learners will get time to reveal on the content shared in the posts

The syllabus illustrates opinion rules to pursue in discussions

Learners value the expectations

Ask students associated questions to encourage discussions

The questions asked by the instructors will help students be engaged

The instructor includes positive comments to the students

Encourages learners to get engaged in the discussion.

Encourage learners to discuss their experiences

The learners can gain knowledge of from their experiences and also will also play awareness to the debate if they know that the experiences are used later.

Ask learners to post at least two responses to peers: Hence support contribution

Ensures peer education and contribute to social learning

Ask learners to relate discussion posts with text, videos, lecture, slides and other resources offered

Encourages learners to make use of the course resources


(Chakaborty et al., 2015 P.2) argues that teaching presence can be achieved through designated student facilitators. This can evenly be distributed amongst students that can play the role in leading specific discussions. According to (Limperos et, 2015 p.1) online deliberations and discourse offers the student with an opportunity to interact in important reflection and set up a policy where the students can amicably share their views even when they differ with the lecturers.


Baker, C., Maben, S., & Edwards, J. (2014). Strategies for Establishing and Sustaining Social Presence in the Online Learning Environment. Student-Teacher Interaction in Online Learning Environments.

Chakaborty, M., & Nafukho, F. M. (2015). Strategies for Virtual Learning Environments: Focusing on Teaching Presence and Teaching Immediacy. Internet Learning4(1), 2.

Dietz-Uhler, B., & Hurn, J. E. (2015). Strategies for engagement in online courses: Engaging with the content, instructor, and other students. Quick Hits for Adjunct Faculty and Lecturers: Successful Strategies from Award-Winning Teachers, 41.

Fahara, M. F., & Castro, A. L. (2015). Teaching strategies to promote immediacy in online graduate courses. Open Praxis7(4), 363-376.

Greenberger, S. (2016). A Comparison of Passion and Teaching Modality. Journal of Educators Online13(1).

Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education88, 84-96.

Limperos, A. M., Buckner, M. M., Kaufmann, R., & Frisby, B. N. (2015). Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning. Computers & Education83, 1-9.

Martin, F. (2014). Use of Synchronous Virtual Classrooms: Why, Who, and How? Journal of Online Learning and Teaching 10 (2)

Walkem, K. (2014). Instructional immediacy in elearning. Collegian21(3), 179-184.