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Cited by 294

The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.

A model of immediacy in the classroom

Frymier, Ann Bainbridge·1994·Communication Quarterly
DOI 10.1080/01463379409369922
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Abstract

Teacher immediacy has been examined quite extensively in recent years with the encouraging results that it is a useful teaching strategy. Two things lacking in extant research on immediacy are evidence of a causal relationship between immediacy and learning, and an explanation of why immediacy may lead to learning. Two models of the immediacy‐learning relationship, based on extant research, were tested using path analysis with panel data collected over the period of a semester. An effort was made to explain the results using Keller's (1983, 1987) model of motivation, and to extend this explanation to other classroom communication variables.

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Metadata

Authors
Frymier, A. B.
Venue
Communication Quarterly
Publisher
Informa UK Limited
Published
1994-03
Volume
42
Issue
2
Pages
133-144
ISSN
  • 0040-8573 (ISSN-L)
  • 0146-3373
  • 1746-4102
DOI
10.1080/01463379409369922
OpenAlex
W2081007468
Cited by
294
References
39
FWCI
10.93
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: A model of immediacy in the classroom. https://app.cochat.ai/papers/10.1080/01463379409369922
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Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly. https://doi.org/10.1080/01463379409369922

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.