Hayes, P. & Weibelzahl, S. (2009). Text Messaging to Improve Instructor Immediacy and its Role in Multiplatform E-Learning Systems. In: T. T. Goh. (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp. 57-71). Hershey: IGI.
Text messaging has been exploited for supporting learning in a variety of educational settings. However, evidence for its effectiveness and impact is limited. This chapter demonstrates how the use of text messaging can contribute towards enhanced quality of learning. In particular the chapter focuses on the use of text messaging as a means of improving immediacy between instructors and students in third-level education. Immediacy is defined as behaviour which increases psychological closeness between communicators. The results of research in instructional communication suggest that improved immediacy leads to more positive student-instructor relationships engendering positive attitudes, increased interest and motivation by students as well as improved attendance, improved retention, improved student engagement and improved learning. This chapter outlines a theoretical basis for the effect of text messaging on instructor-student relationships, provides empirical evidence for the impact of text messaging on immediacy and discusses the integration of text messaging for improving immediacy in Multiplatform E-Learning Systems.