This study examined the relationship between student perception of teacher verbal immediacy and mode of class instruction. Comparisons were made between traditional classrooms and on-line classrooms in relation to student gender, student age, student ethnicity, and student comfort level with a computer. Results indicated that mode of instruction and student gender had significant effects on student perception of teacher verbal immediacy. Discussion focused on student gender and student age, and how CMC may force scholars to re-examine the definition of immediacy
