The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university

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.