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교수자의 커뮤니케이션 스타일이 교육 효과에 미치는 영향: 교수자의 신뢰성 및 학습자의 수업 참여의 매개효과를 중심으로

A Research on the Effects of Educators’ Communication Styles on Student Learning

안호림
한국홀리스틱융합교육학회 (The Korean Society for Holistic Convergence Education)|2017.06|홀리스틱융합교육연구 (Journal of Holistic Convergence Education)|제21권 제2호|pp. 37-65

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참고문헌

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커뮤니케이션 스타일교수자교육 효과educatorscommunication styleslearning effects

초록

이 연구는 교육 커뮤니케이션 일반 모형을 기반으로 하여 교수자의 커뮤니케이션 행위, 커뮤니케이션 관심이 학습 효과에 미치는 영향을 학생들이 인식하는 신뢰성, 수업참여를 매개변인으로 하여 분석하였다. 수도권 내 4년제 대학생들을 대상으로 한 설문조사를 통해 데이터를 수집하였으며, 데이터는 구조방정식을 이용하여 분석하였다. 분석 결과, 교수자의 커뮤니케이션 행위인 자기중심, 타인배려, 비언어적 즉시성과, 교수자의 커뮤니케이션 관심인 자아중심, 과업중심, 영향중심의 변인들이 모두 신뢰성에 정적인 영향을 주는 것으로 나타났다. 커뮤니케이션 행위와 수업참여 간에는 통계적으로 유의미한 관계가 없었으며, 커뮤니케이션 관심 중 과업관심과 영향관심은 수업참여에 유의미한 효과가 있었다. 신뢰성은 인지적 효과, 정서적 효과, 만족감 효과 등의 세 가지 차원의 학습 효과 모두와 정적인 관계를 갖고 있었으며, 수업참여는 인지적 효과와 만족감에 효과가 있는 것으로 나타났다. 특히 수업참여는 인지적 효과에 매우 강한(1.119, p<0.001) 효과가 있는 것으로 나타나 학생들의 자발적인 질문, 발언 등이 학습 내용의 습득에 큰 영향이 있는 것으로 드러났다. 이 연구는 한국에서의 교육 커뮤니케이션 연구에 있어 최초로 구조방정식을 이용한 인과적 모형 검증이며, 이를 통해 향후 한국에서의 교육 커뮤니케이션 연구의 지향점을 제시했다는 의의를 갖는다.

Abstract

Using the general model of instructional communication of McCroskey, Valeric, and Richmond (2004) as the basic research model, this study investigates the effects of communication behaviors (assertiveness, responsiveness, nonverbal immediacy) and communication concerns(self concern, task concern, impact concern) on learning effects(cognitive effect, affective effect, satisfaction) with perceived credibility and class participation as mediating variables. To analyze the research model, we used a structural equation modeling (SEM) method. The analysis found that communication behaviors and communication concerns positively affect credibility. There were no statistically significant relationship between communication behaviors and class participation, while task concern and impact concern have positive relationships with class participation. Both credibility and class participation had positive relationships with all three types of learning effects, except between class participation and affective effect. Particularly strong effect were found between class participation and cognitive learning, which implies that a most effective strategy to promote in-class learning is to encourage comments and questions.

참고문헌 (53)

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