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대학 교양 수업에서 커뮤니케이션 요인이 학생 흥미 및 참여에 미치는 영향 : 교수자의 명료성·친근성 요인과 학습자 커뮤니케이션 동기를 중심으로

The Effect of Teachers’ and College Students’ Communication Behaviors on Student Interest and Engagement

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언론정보연구소 (Institute of Communication Research)|2017.05|언론정보연구 (Journal of Communication Research)|제54권 제2호|pp. 224-258|DOI 10.22174/jcr.2017.54.2.224

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참고문헌

주제분류신문방송학

초록

본 연구는 교수자와 학습자의 커뮤니케이션 요인이 대학 교양 수업에서의 학생 흥미 및 참여에 미치는 영향을 분석하였다. 교수자 커뮤니케이션 요인은 교수자 의 명료성(teacher clarity)과 비언어적 친근성(nonverbal immediacy), 확인 (confirmation)으로 살펴보았고, 학습자 요인은 학습자가 교수자와 커뮤니케이 션 동기(관계적, 기능적, 해명, 참여·환심)로 살펴보았다. 흥미는 인지적 흥미 와정서적흥미로구분하였고학생참여는강의중, 강의후, 관련사고하기로유 형화하여 커뮤니케이션 요인이 이들에 미치는 영향을 분석하였다. 교양 수업을 수강하는 대학생 306명을 대상으로 설문 조사를 실시하여 회귀 분석한 결과, 교 수자의명료성과비언어적친근성요인은흥미, 수업중참여및수업관련사고 와정적인관계를보였고, 교수자의확인은흥미및수업후참여와높은정적관 계를 보였다. 학습자 커뮤니케이션 요인 가운데 참여·환심 동기만 학생 참여 (수업 중/후, 관련 사고)를 유의하게 설명하였다. 결과에 대한 논의와 이론적 함 의, 그리고 한계점에 대해서는 결론에서 구체적으로 논의하였다.

Abstract

This study analyzed the influence of teachers’ and students’ communication behaviors on student interest and engagement. Teachers’ communication behaviors were examined in terms of teachers’ verbal/ nonverbal behaviors(clarity/nonverbal immediacy) and confirmation, and students’ communication behaviors were also examined in terms of motives for communicating with their instructors such as relational, functional, excuse or sycophancy. This study classifies student interest into emotional and cognitive and distinguishes three types of student engagement (i.e., silent in class behavior, out of class behavior and thinking about course content). Regression analysis results for questionnaires administered to 306 university students showed teachers’ verbal/nonverbal behaviors to have the explanatory power for out of silent in class behavior, thinking about course content and student interest. Only participatory/sycophancy motive of students’ communication behaviors was associated with engagement. Implications and limitations of our findings are also discussed.

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