커뮤니케이션 스타일, 동기, 주목도, 만족감, 교육효과의 관계
An Examination of Relations among Communication Style, Communication Motives, Attention, Satisfaction, and Instructional Effects
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참고문헌
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초록
이 연구는 교육현장에서 커뮤니케이션 요인의 역할에 대해 조사했다. 구체적으로 교수자의 커뮤니케이션 스타일, 교수자와 커뮤니케이션하려는 학생들의 동기, 수업에 대한 인지적 참여인 주목도, 수업에 대한 감정적 반응인 만족감, 교육효과로서 학습효과와 수업에 대한 평가효과의 관계를 분석했다. 응답자는 대학생 238명 이었다. 분석결과는 커뮤니케이션 스타일, 학생의 커뮤니케이션 동기, 주목도, 만족감 사이에 유의한 관계를 밝혔으며, 이들 커뮤니케이션 변인들은 학습효과와 수업평가효과를 형성하는데 차별적으로 기여했다. 결과의 의미와 후속연구의 주제, 교육 커뮤니케이션 연구의 필요성에 대하여 제안하였다.
Abstract
The present study examined the relations among communication style (assertiveness and responsiveness), students motives to communicate with instructors, attention to instructors' teaching content, satisfaction with class instructors teach, and affective and cognitive outcomes. Participants (238 undergraduate students enrolled in various courses at two campuses of a large university) responded to survey questionnaires that focused on communication variables in classroom. Results revealed significant relations among communication style, motives, attention, and satisfaction and outcomes for better understanding the role of communication in instructional communication contexts.
참고문헌 (67)
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