Comunicarea didactică în mediul online
Didactic Communication in Online Learning
Ioana ROMAN, Mirela FĂRĂGĂU, Sorina DÂRJAN
Abstract This qualitative study was focused on higher education and learning through online didactic communication. Using an approach of mixed data collection methods, such as: essay, focus group technique and oral questioning, the research aimed to identify how online communication can be streamlined. The role is to identify different components of the learning environment that may affect the learning experience. These components could have a major impact on efficient communication of higher education (students cohort is N = 98). Results have shown that students had well-defined opinions regarding didactic communication in the virtual environment. They had a positive learning experience and efficient communication only if they were involved in activities and if they were not distracted by other actions or sounds of the environment.
Keywords: blended learning, comunicare eficientă, comunicare non-verbală, e-learning
pdfDOI: 10.26744/rrttlc.2021.7.2.03
Published on line: 31/10/2021
Reference
Allen, J., Rowan, L. & Singh, P. (2020). Teaching and teacher education in the time of Covid-19, Asia-Pacific Journal of Teacher Education 48, 3.
Barrett, L.F.; Russell, J.A. (2015). (Eds.) The Psychological Construction of Emotion; Guilford Press: New York, NY, USA. [Google Scholar]
Brackett, M.A.; Rivers, S.E. & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Soc. Personal. Psychol. Compass 2011, 5, 88–103. [Google Scholar] [CrossRef],
Baudrillard, J. (1992). Pataphysics of year 2000. Originally published in French as part of Jean Baudrillard, L’Illusion. de la fin: ou la greve des evenements, Galilee: Paris, 1992 (Charles Dudas, Trans.) York University, Canada
Capone, R., Adesso, M. G., Del Regno, F., Lombardi, L., & Tortoriello, F. S. (2021). Mathematical competencies: a case study on semiotic systems and argumentation in an Italian High School. International Journal of Mathematical Education in Science and Technology, 52(6), 896–911.
Curry, A. (2018). Copii străluciți, elevi fascinanți, Ed. For You, București.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Gaowei, C., Chung K.L., &Hu, L. (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses – ScienceDirect 2020
Goleman, D. (2008). Inteligența emoțională, Editura ”Curtea veche”, București
Hidalgo, F. J. P., & Abril, C. A. H. (2020). MOOCs: Origins, Concept and Didactic Applications: A Systematic Review of the Literature (2012–2019) (pp. 1–27). Knowledge and Learning: Technology.
Hyypiä, M., Sointu, E., Hirsto, L., & Valtonen, T. (2019). Key components of learning environments in creating a positive flipped classroom course experience. International Journal of Learning, Teaching and Educational Research.
Information Technology and Teacher Education International Conference (pp. 2214–2226). Association for the Advancement of Computing in Education (AACE).
Istrate, O., & Velea, L.S. (2006). Student Voice Romania, British Council, București, online: http://www.tehne.ro/resurse/TEHNE_SVR_Raport_2006.pdf
Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4–21.
Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: evidence from a quasi-experimental study. Educational Technology Research and Development, 68(1), 485–510.
Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5(4), 289–309.
Whiting, J. (2012).Online Communication and Social Networking (United States: Reference Point Press, 17.
Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In Society for
Ndiyae, N. M., Chaabi, Y., Lekdioui, K., & Lishou, C. (2019). Recommending system for digital educational resources based on learning analysis. In Proceedings of the New Challenges in Data Sciences: Acts of the Second Conference of the Moroccan Classification Society (pp. 1-6).
Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783-6794.
Roberts, L. D., Howell, J. A., & Seaman, K. (2017). Give me a customizable dashboard: Personalized learning analytics dashboards in higher education. Technical Knowledge Learning, 22, 317–333.
Rabardel, P., & Samurcay, R. (2001). From artifact to instrument-mediated learning. In: Symposium on New challenges to research on Learning (pp. 21–23).
Sahu Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff Cureus, 12 (4) (2020), pp. 1-6, 10.7759/cureus.7541
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765.
Shonfeld, M., & Magen-Nagar, N. (2020). The impact of an online collaborative program on intrinsic motivation, satisfaction and attitudes towards technology. Technical Knowledge and Learning, 25, 297–313.
Tîrziman, E. (2007). Utilizarea noilor tehnologii ale informării şi comunicării în mediul universitar: aspecte ale formării unei culturi informaţionale. Universitatea din Bucureşti
Thoits, P.A. The sociology of emotions. Ann. Rev. Soc. 1989, 15, 317–342. [Google Scholar] [CrossRef]
UNESCO IESALC (2020). UNESCO IESALC (2020). COVID-19 and higher education: Today and tomorrow. Impact analysis, policy responses and recommendations. Retrieved from http://www.iesalc.unesco.org/en/wp content/uploads/2020/04/COVID-19-EN-090420-2.pdf.
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., … & Hirsto, L. (2020). Learning environments preferred by university students: a shift toward informal and flexible learning environments. Learning Environments Research, 1-18.
Whiting, J. (2012). Online Communication and Social Networking (United States: Reference Point Press, 2012), 17. World Health Organization. (2005). Promoting Mental Health: Concepts, Emerging Evidence, Practice. In A Report of the World Health Organization, Department of Mental Health and Substance Abuse in Collaboration with the Victorian Health Promotion Foundation and the University of Melbourne; World Health Organization: Geneva, Switzerland.