Behrmann, Michael M.Bohnstedt, Kathy D2011-05-24NO_RESTRIC2011-05-242011-05-24https://hdl.handle.net/1920/6329The purpose of this study was to examine the experiences of professors teaching in a multi-point videoconferencing instructional environment and how they interacted with students in proximate and remote classrooms. Qualitative and quantitative data were analyzed to gain an understanding of the teaching experience and to examine differences between instructor interaction and immediacy behaviors based on student location. Results indicate that no clear difference exists in instructor interaction behaviors with local and remote populations, but that they engaged in more immediacy behaviors with the remote population in their classes. Additionally, instructor interaction behaviors were more closely tied to student interaction behavior than to student location.enVideo ConferencingInstructor BehaviorInteractionSpecial EducationImmediacyDistance EducationDissertation