Purpose: This study attempts to close the research gap created by the fact that existing studies neglect the problem of how effectively agricultural professors from different European countries communicate. The aim is to identify similarities and differences in the numbers of agricultural professors perceived by students as engaging in verbal and nonverbal immediacy communication.
Methodology: An online survey was conducted among students of agricultural universities from Austria, Slovenia and Albania.
Findings: The results show that professors of agriculture from Austria, Slovenia and Albania should generally not be satisfied with their own communication patterns and should thus try to improve their communication. The result also reveals cultural differences in the shares of agriculture professors employing different communication patterns in Austria, Slovenia and Albania. Compared to Austrian and Slovenian students, their Albanian peers perceive that most of their professors use nonverbal immediacy communication. According to Austrian students, the majority of their professors use verbal immediacy. On the contrary, Albanian students assessed that some of their professors employ verbal immediacy.
Practical Implications: The results show the professors of agriculture should improve the way they communicate to students. In particular, the Albanian professors should improve their verbal communication especially in terms of providing timely and quality feedback to students.
Theoretical implications: The study reveals differences in immediacy communication among countries (Austria, Slovenia and Albania) which the scientific literature considers to have a high-context culture.
Originality/Value: Given that no study has yet examined how students perceive professors’ communication in different European countries, this research helps understand the characteristics of agricultural professors’ communication. 相似文献
There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided. 相似文献
The objective of this study was to investigate graduate students' perceptions of their graduate advisors' communication (competence, credibility, and nonverbal immediacy), and how these perceptions impact advisees' perceptions of learning, effectiveness of the advisee‐advisor relationship, and advisors' degrees of mentoring. Advisee perceptions of her or his advisor's competence and caring/goodwill accounted for 43% of the variance in advisee cognitive learning. Advisee perceptions of her or his advisor's caring/ goodwill accounted for 39% of the variance in advisee perceptions of the effectiveness of the advisee‐advisor relationship. Lastly, this study noted that the linear combination of advisee perceptions of advisor credibility and communication competence accounted for 55% of the variance in an advisee's perception of the amount of mentoring an advisee received from her or his graduate advisor. 相似文献
This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported. This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference? 相似文献