Internet Learning Volume 4, Number 1, Spring 2015 | Page 114

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
The results of the examination of the percentage of broad and minor immediacy
terminology observed in the first four chapters of each of the 19 textbooks reflected that the
percentage of immediacy-related terminology had increased from the early set (1999 to
2002) to the more recent set (2003 to 2007) by nearly 6% (see Table 2).
Table 2 Percentage of Immediacy in Paragraphs of the First Four Chapters
2003 to 2007 1999 to 2002
Textbook
Year
Immediacy
(%) Textbook Year
Immediacy
(%)
1 2007 17.95 10 2002 31.82
2 2006 61.17 11 2002 49.36
3 2006 48.70 12 2002 29.61
4 2005 19.26 13 2002 09.38
5 2005 10.75 14 2001 36.26
6 2005 92.86 15 2001 40.81
7 2003 04.88 16 2000 07.34
8 2003 37.82 17 2000 22.22
9 2003 13.45 18 2000 28.68
19 1999 33.99
Average: 34.09 Average: 28.64
However, more immediacy terms related to collaboration and interaction, not
closeness and emotions, which are more closely associated with immediacy. A 6% increase
in immediacy terminology is low, resulting from an excess of minor immediacy terms, such
as time and timely, spread throughout both textbook sets more often than broad category
terms, terms closely related to immediacy, such as feelings and emotions.
Although the H 0 1 null hypothesis was accepted relative to the proportion of scholarly
immediacy references, immediacy terminology had increased 6 % from the 1999 through
2002 textbook set compared to the 2003 to 2007 set. However, this increase was not
significant because not one scholarly immediacy studies was referenced. However, the
majority of the immediacy terminology found included terms from the minor category
related to timely instructor feedback.
Closer examination of the broad immediacy terms showed that while immediacy
terminology had increased over the 8-year period, the terminology related more to general
112 !