为什么我应该打开我的相机? 发展同情沟通的认知技能,用于在线团体/团队工作管理
J M P V K Jayasundara1,2, Theo Gilbert3, Saskia Kersten4
1Department of English Language and Linguistics, School of Creative Arts, University of Hertfordshire, Hatfield, United Kingdom.
Frontiers in psychology
|August 21, 2023
概括
富有同情心的沟通培训显著改善了在线高等教育 (HE) 会议中的学生参与度和社会学习体验. 这种干预提高了注意力和协作,这对于有效的远程学习环境至关重要.
科学领域:
- 教育心理学教育心理学
- 沟通研究 沟通研究
- 高等教育研究 高等教育研究
背景情况:
- 高等教育 (HE) 过渡到在线学习平台导致学生不愿使用摄像头,影响了社交存在和参与.
- 慈悲,被定义为帮助他人采取明智行动的动机,提供了一个框架来应对在线协作学习中的挑战.
- 现有研究强调了需要策略,以改善学生互动和学习经验在虚拟的学术环境.
研究的目的:
- 检查学生在线,以任务为重点的小组会议中部署了同情的沟通策略.
- 评估与基线条件相比,教导的同情沟通策略对学生的社会和学习经验的影响.
- 调查认知沟通 (CSCC) 能力对学生在虚拟高等教育环境中的参与和协作的影响.
主要方法:
- 这是一项混合方法研究,涉及斯里兰卡五所大学的六个小组的24名STEM学生.
- 在CSCC中进行90分钟的在线培训干预之前和之后,视频录制和分析了以任务为中心的小组会议.
- 使用R,SPSS和Microsoft Excel分析了定量数据;定性数据提供了对行为变化的解释性见解.
主要成果:
- 干预后观察到学生屏幕凝视注意力的统计学上显著改善.
- 定性分析揭示了行为变化,增强了学生在在线会议中的社交和学习体验.
- 在CSCC的干预积极影响了团队动态和在线协作任务的个人参与.
结论:
- 富有同情心的沟通技巧是提高学生参与度和在线高等教育合作的重要认知能力.
- 这些发现强调了以同情为中心的干预措施在虚拟学术环境中增强社会和学习体验的潜力.
- 建议进行进一步的研究,以探索同情心在培养不同学生社区内群体凝聚力和批判性的作用.
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