Internet Learning Volume 4, Number 1, Spring 2015 | Page 95

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
method of determining how well scholarly findings are used to inform any practice is to
recognize knowledge transformation from the academy to the practice (Bleiklie & Powell,
2005). The primary problem is the degree to which online education textbooks offer
idiosyncratic or homogeneous immediacy content and a secondary problem is the efficacy of
validating online education, which the textbooks can perpetuate in content.
Griggs et al. (2004) maintained that introductory psychology textbooks “are not at all
homogeneous except for the global dimensions of chapter topics and order” (p. 115).
Chapter topics were similar but had no commonality of words expressing the same topic.
According to Griggs et al., homogeneous is a term that refers to not only the number of
citations in a textbook but also whether the textbook includes similar nomenclature found in
scholarly studies.
Griggs et al. (2004) maintained, “Teachers should be aware of this non-homogeneity
in introductory texts” (p. 115). If teacher immediacy is homogeneous among the popular
texts, judged by nomenclature found in chapter headings and paragraphs containing
immediacy terminology, facilitators can include online textbooks in higher educational
training materials more confidently. The findings of the study may help to ensure that future
online instructors follow the best practices proven to promote student retention, such as
immediacy (Arbaugh, 2001; Dahl, 2004; Rocca, 2004).
Textbook authors, according to Kurtz et al. (2002), are leaders in their fields. Alred
(2006), however, believed that many textbook authors oversimplify scholarly concepts to the
point that they do not convey the original meaning properly. The results of the study to
follow provide higher education textbook authors and editorial leadership a better
understanding of whether textbooks are idiosyncratic, meaning the editorial content contains
few citations, or homogeneous, meaning the content contains many citations. The study is
significant to the field of educational leadership because authors, editors, and publishers can
learn how to reflect on the quality, credibility, and value of their work.
THEORETICAL FRAMEWORK
The study involved knowledge creation theory, transfer, and usage in practice
(Bleiklie & Powell, 2005; He, 2004) and textbook and curriculum development theory
(Alred, 2006; Arnold, 1993; Coppola et al., 2002; Kurtz et al., 2002; Laidlaw et al., 2003;
Lewis, Schmisseur, Stephens, & Weir, 2006; Marshak & DeGroot, 1978; Withrow, Weible,
& Bonnett, 2004). In addition, the study involved online teacher immediacy best practice
theory (Easton, 2003; Freitas & Myers, 1998). As discussed, Rocca (2004) indicated a
correlation between teacher immediacy and higher college student attendance as discussed
earlier. Arbaugh (2001) has shown immediacy can lead to more satisfied students.
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