Instructional communication in the televised classroom: The effects of system design and teacher immediacy on student learning and satisfaction

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Abstract
The present study was designed to investigate the effects of conveyance system design and social presence, in the form of teacher immediacy behavior, on perceived student learning and satisfaction in the televised classroom. Results indicate that system design and teacher immediacy behavior strongly impact student learning and satisfaction. System variables such as interactivity and clear audio and video transmission positively influenced perceived learning and satisfaction. Further, instructors who engaged in immediate behaviors such as encouraging involvement, offering individual feedback, maintaining relaxed body posture and using vocal variety were viewed more favorably.