Dissertation/Thesis Abstract

Appreciative Inquiry Impact on University Instructor's Nonverbal Immediacy
by Gordon, Aviva, Ed.D., Wayne State University, 2020, 121; 28030680
Abstract (Summary)

The impact of Appreciative Inquiry on university instructor’s Nonverbal Immediacy was explored. Nonverbal Immediacy has been investigated extensively through the perception of students and rarely used as an instructional strategy or to enhance Appreciative Inquiry. Self-determination Theory informed this research with the constructs competence, relatedness, and autonomy inherent in Nonverbal Immediacy and Appreciative Inquiry. An adapted instrument collected data from Communication courses, twice during one semester. The Coronavirus interrupted research, so the second survey was modified for online. The research question could not be answered conclusively. However, both instruments were found reliable, valid and replicable. The recent online nonverbal immediacy research shifted to the logistics: emojis, visual aids, Wiki’s, timing, and feedback, negating Mehrabian (1971) and Gorham's (2003) specific physiological constructs. This study suggests rather than replacing their work, utilize VINI-Virtual Interpersonal Nonverbal Immediacy as an instructional strategy tool. Three in-person Appreciative Inquiry interviews were scheduled with instructors. The third interview was conducted virtually. The themes emerged were how instructors manage their instructional strategies and keep the momentum going for future classroom engagement. The instructors’ expectations for managing diverse student groups were identified through their own cultural backgrounds. Gender international culture, language, and social change factors shape their instructional strategies. Appreciative Inquiry and Nonverbal Immediacy are strong tools for training and/or instruction for anyone involved in the management of interpersonal context

Indexing (document details)
Advisor: Tracey, Monica
Commitee: Sawilowsky, Shlomo, Guerra-Lopez, Ingrid, Kacin, Sara
School: Wayne State University
Department: Instructional Technology
School Location: United States -- Michigan
Source: DAI-A 82/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational technology, Higher education, Instructional Design
Keywords: Appreciative inquiry, Higher education, Instruction, Learning design, Nonverbal immediacy, Online
Publication Number: 28030680
ISBN: 9798678141484
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