Апробация измерений педагогической коммуникации для онлайн обучения в российских вузах
Аннотация
В статье представлены результаты апробации измерений педагогической коммуникации, а именно измерений ясности и открытости коммуникативного поведения преподавателя как наиболее значимых компонентов действий преподавателя в онлайн среде. Показано их влияние на когнитивные, аффективные и поведенческие результаты обучения студентов в формате дистанционного обучения. Актуальность исследования для российской образовательной среды связана с тем, что полученные результаты могут способствовать лучшему пониманию взаимодействия преподавателя и студентов в формате онлайн образования и, как следствие, повышению эффективности онлайн обучения. Выборка исследования составила 409 студентов бакалавриата (средний возраст – 20 лет, SD = 2,1). Восприятие студентами ясности и открытости коммуникативного поведения преподавателя онлайн, а также результаты обучения студентов измерялись с помощью впервые апробированных шкал. Установлена положительная корреляция между ясностью и открытостью коммуникативного поведения преподавателя в формате онлайн обучения и когнитивными, аффективными и поведенческими результатами обучения студентов. Также выявлена взаимосвязь между ясностью и открытостью поведения преподавателя онлайн. Помимо этого, обнаружена существенная корреляция между готовностью студентов самостоятельно использовать модели поведения, рекомендованные преподавателем онлайн курса и компонентами коммуникативного поведения преподавателя в формате онлайн обучения. В итоге, полученные данные позволяют рекомендовать преподавателям уделять особое внимание ясности и открытости коммуникативного поведения в онлайн среде, поскольку именно эти аспекты коммуникации влияют на результаты обучения студентов и способствуют формированию у студентов готовности самостоятельно действовать в дальнейшем.
Скачивания
Литература
Adam S. (2004) Using Learning Outcomes. Paper presented at United Kingdom Bologna Seminar (Edinburgh, UK, 01–02 April 2004).
Alferova L.V., Koroleva L.A., Nagornaya O.S. (2018) Strategicheskoe planirovanie i upravlenie kachestvom vysshego obrazovaniya: mezhdunarodnye standarty i natsional'naya spetsifika [Strategic Planning and Quality Management of Higher Education: International Standards and National Specificity]. Models, Systems, Networks in Economics, Technology, Nature and Society, no 1, pp. 4–17.
Al Ghamdi A. (2017) Influence of Lecturer Immediacy on Students' Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia. International Journal of Information and Education Technology, vol. 7, no 1, pp. 35–39. https://doi.org/10.18178/ijiet.2017.7.1.838
Antsiferova A.G. (2016) Vzaimodejstvie prepodavatelya i studenta kak faktor vozdejstviya na lichnostny i professional'ny rost obuchayushchegosya [Interaction of Teacher and Student as a Factor of Impact on Both Personal and Professional Growth of the Student]. Research and Scientific Electronic Journal of Omsk SAU, no 3–6. Available at: http://e-joumal.omgau.ra/mdex.php/2016-god/5/29-statya-2016-2/392-00142 (accessed 26 April 2023).
Arbaugh J.B. (2010) Sage, Guide, Both, or Even More? An Examination of Instructor Activity in Online MBA Courses. Computers & Education, vol. 55, no 3, pp. 1234–1244. https://doi.org/10.1016/j.compedu.2010.05.020
Avtgis T.A. (2001) Affective Learning, Teacher Clarity, and Student Motivation as a Function of Attributional Confidence. Communication Research Reports, vol. 18, no 4, pp. 345–353. https://doi.org/10.1080/08824090109384815
Bailie J.L. (2012) The Criticality of Verbal Immediacy in Online Instruction: A Modified Delphi Study. Journal of Educators Online, vol. 9, no 2. https://doi.org/10.9743/JEO.2012.2.3
Baker J.D. (2004) An Investigation of Relationships among Instructor Immediacy and Affective and Cognitive Learning in the Online Classroom. The Internet and Higher Education, vol. 7, no 1, pp. 1–13. https://doi.org/10.1016/j.iheduc.2003.11.006
Bardach L., Yanagida T., Morin A.J., Lüftenegger M. (2021) Is Everyone in Class in Agreement and Why (Not)? Using Student and Teacher Reports to Predict Within-Class Consensus on Goal Structures. Learning and Instruction, no 71, Article no 101400. https://doi.org/10.1016/j.learninstruc.2020.101400
Bloom B., Englehart M., Furst E., Hill W., Krathwohl D. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York, NY: Longmans, Green.
Bolkan S. (2017) Instructor Clarity, Generative Processes, and Mastery Goals: Examining the Effects of Signaling on Student Learning. Communication Education, vol. 66, no 4, pp. 385–401. https://doi.org/10.1080/03634523.2017.1313438
Brislin R.W. (1980) Translation and Content Analysis of Oral and Written Materials. Handbook of Cross-Cultural Psychology: Methodology (eds H.C. Triandis, J.W. Berry), Boston: Allyn and Bacon, vol. 2, pp. 389-444.
Buissink-Smith N., Mann S., Shephard K. (2011) How Do We Measure Affective Learning in Higher Education? Journal of Education for Sustainable Development, vol. 5, no 1, pp. 101–114. https://doi.org/10.1177/097340821000500113
Chesebro J.L. (2003) Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect. Communication Education, vol. 52, no 2, pp. 135–147. https://doi.org/10.1080/03634520302471
Chesebro J.L., McCroskey J.C. (2001) The Relationship of Teacher Clarity and Immediacy with Student State Receiver Apprehension, Affect, and Cognitive Learning. Communication Education, vol. 50, no 1, pp. 59–68. https://doi.org/10.1080/03634520109379232
Chesebro J.L., McCroskey J.C. (1998) The Development of the Teacher Clarity Short Inventory (TCSI) to Measure Clear Teaching in the Classroom. Communication Research Reports, vol. 15, no 3, pp. 262–266. https://doi.org/10.1080/08824099809362122
Comadena M.E., Hunt S.K., Simonds C.J. (2007) The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning. Communication Research Reports, vol. 24, no 3, pp. 241–248. https://doi.org/10.1080/08824090701446617
Conley N.A., Ah Yun K. (2017) A Survey of Instructional Communication: 15 Years of Research in Review. Communication Education, vol. 66, no 4, pp. 451–466. https://doi.org/10.1080/03634523.2017.1348611
Dixson M.D., Greenwell M.R., Rogers-Stacy C., Weister T., Lauer S. (2017) Nonverbal Immediacy Behaviors and Online Student Engagement: Bringing Past Instructional Research into the Present Virtual Classroom. Communication Education, vol. 66, no 1, pp. 37–53. https://doi.org/10.1080/03634523.2016.1209222
Dunlap J., Lowenthal P. (2018) Online Educators’ Recommendations for Teaching Online: Crowdsourcing in Action. Open Praxis, vol. 10, no 1, pp. 79–89. https://doi.org/10.5944/openpraxis.10.1.721
Farwell C.L. (2011) Measurements of Effective Teaching in the Traditional and Online Contexts: Teacher Immediacy, Student Motivation, & Student Learning. Macomb, IL: Western Illinois University.
Faylor N.R., Beebe S.A., Houser M.L., Mottet T.P. (2008) Perceived Differences in Instructional Communication Behaviors between Effective and Ineffective Corporate Trainers. Human Communication, vol. 11, no 2, pp. 149–160.
Finn A.N., Schrodt P. (2012) Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment. Communication Education, vol. 61, no 2, pp. 111–130. https://doi.org/10.1080/03634523.2012.656669
Frisby B.N., Mansson D.H., Kaufmann R. (2014) The Cognitive Learning Measure: A Three-Study Examination of Validity. Communication Methods and Measures, vol. 8, no 3, pp. 163–176. https://doi.org/10.1080/19312458.2014.903389
Gorham J. (1988) The Relationship between Verbal Teacher Immediacy Behaviors and Student Learning. Communication Education, vol. 37, no 1, pp. 40–53. https://doi.org/10.1080/03634528809378702
Guseva E.N. (2015). Spetsifika obrazovatel'noj kommunikatsii i verbal'noj agressii v sisteme «uchitel' —uchenik» [The Specific of Educational Communication and Verbal Aggression in “Teacher-Pupil” System]. The World of Science, Culture and Education, no 6(55), pp. 21–23.
Hsu C.F. (2012) The Influence of Vocal Qualities and Confirmation of Nonnative English-Speaking Teachers on Student Receiver Apprehension, Affective Learning, and Cognitive Learning. Communication Education, vol. 61, no 1, pp. 4–16. https://doi.org/10.1080/03634523.2011.615410
Katsarou E., Chatzipanagiotou P. (2021) A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning. Electronic Journal of e-Learning, vol. 19, no 5, pp. 349–362. https://doi.org/10.34190/ejel.19.5.2469
Kearney P., Plax T.G., Wendt‐Wasco N.J. (1985) Teacher Immediacy for Affective Learning in Divergent College Classes. Communication Quarterly, vol. 33, no 1, pp. 61–74. https://doi.org/10.1080/01463378509369579
Knyazeva O.N. (2011) Konstruktivnoe vzaimodejstvie prepodavatelej i studentov kak faktor povysheniya kachestva obucheniya v vuze [Constructive Interaction of Teachers and Students as a Factor in Improving the University Study] (PhD Thesis). Voronezh: Voronezh State Universuty.
Kulikovskaya G.A., Kulikovskaya N.A. (2020) Studento-orientirovannoe obuchenie i «zhiznennye tsennosti» universiteta: strategicheskoe vzaimodejstvie [Student-Oriented Learning and “Living Values” of the University: Strategic Interaction]. RUDN Journal of Public Administration, vol. 7, no 4, pp. 387–399. https://doi.org/10.22363/2312-8313-2020-7-4-387-399
Kuzminov Ja., Sorokin P., Froumin I. (2019) Obshchie i spetsial'nye navyki kak komponenty chelovecheskogo kapitala: novye vyzovy dlya teorii i praktiki obrazovanija [Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice]. Foresight and STI Governance, vol. 13, no 2, pp. 19–41. https://doi.org/10.17323/2500-2597.2019.2.19.41
Kuzminov Ja.I., Froumin I.D., Abankina I.V., Alashevich M.Yu. et al. (2019) Kak sdelat' obrazovanie dvigatelem social'no-ekonomicheskogo razvitiya? [How to Make Education the Engine of Socio-Economic Development?]. Moscow: HSE. https://doi.org/10.17323/978-5-7598-1995-0
LeFebvre L., Allen M. (2014) Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections. Journal of the Scholarship of Teaching and Learning, vol. 14, no 2, pp. 29–45. https://doi.org/10.14434/josotl.v14i2.4002
Limperos A.M., Buckner M.M., Kaufmann R., Frisby B.N. (2015) Online Teaching and Technological Affordances: An Experimental Investigation into the Impact of Modality and Clarity on Perceived and Actual Learning. Computers & Education, vol. 83, no 1, pp. 1–9. https://doi.org/10.1016/j.compedu.2014.12.015
Makarova L.N., Startsev M.V. (2017) Problemnye zony vzaimodejstviya prepodavatelej i studentov. [Problem Zones of Teachers and Students’ Interaction] Sotsial'no-ekonomicheskie yavleniya i protsessy, no 12(5), pp. 210–216. https://doi.org/10.20310/1819-8813-2017-12-5-210-216
Manokin M.A., Shenkman E.A. (2021) Sinkhronny i asinkhronny formaty onlain obucheniya v kontekste teorii kommunikatsii [Synchronous and Asynchronous Format of Online Learning: Interpretation through Communication Theory]. Otechestvennaya i zarubezhnaya pedagogika, vol. 1, no 2(75), pp. 23–37.
Morreale S.P., Thorpe J., Westwick J.N. (2021) Online Teaching: Challenge or Opportunity for Communication Education Scholars? Communication Education, vol. 70, no 1, pp. 117–119. https://doi.org/10.1080/03634523.2020.1811360
Mottet T.P., Beebe S.A. (2002) Relationships between Teacher Nonverbal Immediacy, Student Emotional Response, and Perceived Student Learning. Communication Research Reports, vol. 19, no 1, pp. 77–88. https://doi.org/10.1080/08824090209384834
Myers S.A., Tindage M.F., Atkinson J. (2016) The Evolution of Instructional Communication Research. Communication and Learning (ed. P.Witt). Berlin. Boston: De Gruyter Mouton, pp. 13–42. https://doi.org/10.1515/9781501502446-003
Nefyodov O.V. (2014) Formirovanie avtonomii studenta v processe obucheniya anglijskomu jazyku v neyazykovom vuze [Development of Student Autonomy in the Process of Teaching English in Nonlinguistic Higher Education Institutions]. Privolzhskiy nauchny vestnik, no 3(31), part 1, pp. 101–104.
Noskova T. (2022) Didaktika tsifrovoy sredy [Digital Didactics]. Litres.
Palloff R.M., Pratt K. (1999) Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco, CA: Jossey-Bass.
Pogorelova I.G., Zhukova E.V., Kalyagin A.N. (2009) Neverbal'nye kommunikatsii v deyatel'nosti prepodavatelya vysshey shkoly [Nonverbal Communications in Activity of the Teacher of the Higher School]. Sibirskiy meditsinskiy zhurnal, vol. 86, no 3, pp. 172–174.
Pribyl C.B., Sakamoto M., Keaten J.A. (2004) The Relationship between Nonverbal Immediacy, Student Motivation, and Perceived Cognitive Learning among Japanese College Students 1. Japanese Psychological Research, vol. 46, no 2, pp. 73–85. https://doi.org/10.1111/j.0021-5368.2004.00238.x
Reisetter M., Boris G. (2004) What Works: Student Perceptions of Effective Elements in Online Learning. Quarterly Review of Distance Education, vol. 5, no 4, pp. 277–291. https://www.learntechlib.org/p/106671/
Riapina N. (2021) Clarity and Immediacy in Technology Mediated Communication between Teachers and Students in Tertiary Education in Russia. Communication Studies, vol. 72, no 6, pp. 1017–1033. https://doi.org/10.1080/10510974.2021.2011364
Richmond V.P., Gorham J.S., McCroskey J.C. (1987) The Relationship between Selected Immediacy Behaviors and Cognitive Learning. Annals of the International Communication Association, vol. 10, no 1, pp. 574–590. https://doi.org/10.1080/23808985.1987.11678663
Schubert-Irastorza C., Fabry D.L. (2011) Improving Student Satisfaction with Online Faculty Performance. Journal of Research in Innovative Teaching, vol. 4, iss. 1, pp. 168–179.
Shi Y., Ma Y., MacLeod J., Yang H.H. (2020) College Students’ Cognitive Learning Outcomes in Flipped Classroom Instruction: A Meta-Analysis of the Empirical Literature. Journal of Computers in Education, vol. 7, no 8, pp. 79–103. https://doi.org/10.1007/s40692-019-00142-8
Sjuj M. (2021). Neverbal'naya kommunikatsiya v processe obucheniya russkomu yazyku kak inostrannomu [Nonverbal Communication Skills during the Classes “Russian as a Foreign Language”]. Litera, no 9, pp. 11–18. https://doi.org/10.25136/2409-8698.2021.9.36113
Sorokin P.S., Froumin I.D., Terent'ev E.A., Koreshnikova Ju.N. (2022) Novye trebovaniya k chelovecheskomu potentsialu: razvitie samostoyatel'nosti. Doklad na XXIII Jasinskoy (Aprel'skoy) mezhdunarodnoy nauchnoy konferentsii po problemam razvitiya ekonomiki i obshchestva [New Challenges on Human Potential: Developing Agency. Report at the XXIII Yasinskaya (April) International Scientific Conference on Problems of Economic and Social Development (Moscow, 2022)]. Available at: https://www.hse.ru/data/2022/04/13/1790807602/Развитие_самостоятельности-доклад.pdf (accessed 26 April 2023).
Swan K. (2001) Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses. Distance Education, vol. 22, no 2, pp. 306–331. https://doi.org/10.1080/0158791010220208
Titsworth B.S. (2004) Students' Notetaking: The Effects of Teacher Immediacy and Clarity. Communication Education, vol. 53, no 4, pp. 305–320. https://doi.org/10.1080/0363452032000305922
Titsworth S., Mazer J.P., Goodboy A.K., Bolkan S., Myers S.A. (2015) Two Meta-Analyses Exploring the Relationship between Teacher Clarity and Student Learning. Communication Education, vol. 64, no 4, pp. 385–418. https://doi.org/10.1080/03634523.2015.1041998
Titsworth S., Mazer J.P. (2016) Teacher Clarity: An Analysis of Current Research and Future Directions. Communication and Learning (ed. P. Witt), pp.105–128. https://doi.org/10.1515/9781501502446
Valencic K., McCroskey J., Richmond V. (2005) A Preliminary Test of a Theory of Instructional Communication. Available at: http://www.jamescmccroskey.com/electronic/ (accessed 26 April 2023).
Vasilizhenko M.V. (2021) Tekhnologiya distantsionnogo obucheniya anglijskomu jazyku v vuze: iz opyta raboty [Distance Education Technology of Teaching English at Higher School: Work Experiences]. Contemporary Higher Education: Innovative Aspects, vol. 13, no 1, pp. 93–104. https://doi.org/10.7442/2071-9620-2021-13-1-93-104
Wei X., Saab N., Admiraal W. (2021) Assessment of Cognitive, Behavioral, and Affective Learning Outcomes in Massive Open Online Courses: A Systematic Literature Review. Computers & Education, no 163, Article no 104097. https://doi.org/10.1016/j.compedu.2020.104097
Wagner E.D. (1997) Interactivity: From Agents to Outcomes. New Directions for Teaching and Learning, vol. 71, pp. 19–26. Available at: https://www.learntechlib.org/p/84812/ (accessed 11 May 2023)
Witt P.L., Wheeless L.R. (2001) An Experimental Study of Teachers’ Verbal and Nonverbal Immediacy and Students’ Affective and Cognitive Learning. Communication Education, vol. 50, no 4, pp. 327–342. https://doi.org/10.1080/03634520109379259
