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It is hard to believe that when Dixson et al. wrote their article in 2017, there were 6.7 million students taking online classes in the U.S.! It is no wonder that ICT scholars started scrambling to figure out the best way for online students and instructors to communicate. How could instructors demonstrate immediacy behaviors through a computer screen? Knowing that immediacy is linked to positive messages of closeness, decreased psychological distance, and increased engagemen

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In my last post, I talked about how I spent half of my childhood sitting on the curb at recess because I was a chatty little thing who had difficulty focusing on my lessons. When we look at theories and ways to develop syllabi that are learner-centered, but that also hold students to a standard, it is easy to lose sight of how people learn in the frenzy of fitting copious amounts of content into the curriculum. Although online learning received criticism in the beginning, it

One of my most distinct memories of my childhood was sitting on the curb at recess, pigtails flying in the breeze, pulling blades of grass as I watched my classmates run around the playground. It was a frequent occurrence at my ultraconservative and strict private school. My crime? I loved to talk. I knew the class rules and that I should listen to the teacher and refrain from giggling with my peers, but I just couldn't help myself. My rap sheet was a mile long by the time I

In reading the articles pertaining to some of the theories pertaining to computer-mediated communication (CMC), there are three takeaways that I would like to discuss. The first is Technological Determinism. According to Dusek (2006) "Technological determinism is the claim that technology causes or determines the structure of the rest of society and culture" (Hallstrom 2020). The idea that technology can determine how society is structured may seem far-fetched, but one look a