RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)3429110.22363/2313-1683-2023-20-1-163-182EZMYUOPERSONALITY IN THE DIGITAL AGE: KNOWLEDGE, EDUCATION, DEVELOPMENTЛИЧНОСТЬ В ЦИФРОВУЮ ЭПОХУ: ПОЗНАНИЕ, ОБРАЗОВАНИЕ, РАЗВИТИЕResearch ArticleTeacher's Communicative Behaviors in Relation to Organizational and Technical Factors in Online University EducationВзаимосвязь коммуникативного поведения преподавателя и организационно-технических факторов в формате онлайн-обучения в вузеhttps://orcid.org/0000-0001-9157-68548075-8359RiapinaNatalia E.РяпинаНаталья Евгеньевна

Senior Lecturer, Department of Foreign Languages

старший преподаватель департамента иностранных языков

neriapina@hse.ruhttps://orcid.org/0000-0003-4960-50381063-7868PermyakovaTatyana M.ПермяковаТатьяна Михайловна

Doctor of Philology, Professor, Department of Foreign Languages

доктор филологических наук, профессор департамента иностранных языков

tpermyakova@hse.ruhttps://orcid.org/0000-0002-2456-09133143-3860BalezinaEkaterina A.БалезинаЕкатерина Андреевна

Ph.D. in Sociology, is Research Fellow, Department of Foreign Languages

кандидат социологических наук, постдок, научный сотрудник департамента иностранных языков

katebalezi@gmail.comHSE UniversityНациональный исследовательский университет «Высшая школа экономики»30032023201VOL 20, NO1 (2023)ТОМ 20, №1 (2023)16318207042023Copyright ©; 2023, Riapina N.E., Permyakova T.M., Balezina E.A.Copyright ©; 2023, Ряпина Н.Е., Пермякова Т.М., Балезина Е.А.2023Riapina N.E., Permyakova T.M., Balezina E.A.Ряпина Н.Е., Пермякова Т.М., Балезина Е.А.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/34291

The authors present the results of a study of the relationship of the quality of the Internet connection and students’ attendance with the clarity and immediacy of the teacher’s communicative behavior in the process of online university education. The relevance of the problem is due to significant changes currently taking place in the Russian educational environment: the active use of the online training format affects both the content of education and its organization. The study involved 409 undergraduate students (females - 71%, mean age = 20, SD = 2.1). The students’ perceptions of the clarity and immediacy of the teacher’s communicative behaviors in the online training format were measured by tools based on their subjective assessments. In addition, the students evaluated the quality of Internet connection on a five-point scale and indicated how many classes they attended; since these factors are presumably associated with their perceptions of their teacher’s behavior. The results of the study showed a positive correlation between the teacher’s immediacy and the students’ attendance; however, no relationship was found between the clarity of the teacher’s communicative behavior and students’ attendance. It was also found that the quality of the Internet connection is directly related to the teacher’s clarity and immediacy. Moreover, the latter can be perceived both positively and negatively depending on the quality of the Internet connection. The obtained data indicate that the organizational and technical factors are very important for teacher - student interaction in the online training format.

Представлены результаты исследования взаимосвязи качества интернет-соединения и посещаемости занятий студентами с ясностью и открытостью коммуникативного поведения преподавателя в процессе онлайн-обучения. Актуальность проблемы обусловлена существенными изменениями, происходящими в российской образовательной среде: активное использование формата онлайн-обучения влияет как на содержание обучения, так и на его организацию. Выборку составили 409 студентов бакалавриата (женщины - 71 %, средний возраст - 20 лет, SD = 2,1). Для оценки восприятия студентами ясности и открытости коммуникативного поведения преподавателя в формате обучения онлайн использовались инструменты измерения, основанные на субъективной оценке студентов. Также студенты оценивали качество интернет-соединения по пятибалльной шкале и указывали количество занятий в курсе, которые они посетили, так как данные организационно-технические факторы предположительно связаны с восприятием студентами поведения преподавателя. Установлена положительная корреляция между открытостью преподавателя онлайн и посещаемостью студентов, в то время как взаимосвязи между ясностью коммуникативного поведения преподавателя онлайн и посещаемостью выявлено не было. Кроме того, результаты исследования показали, что хорошее качество интернет-соединения прямо пропорционально связано с восприятием ясности коммуникативного поведения преподавателя, а открытость преподавателя может восприниматься как положительно, так и отрицательно, в зависимости от качества интернет-связи. Полученные данные позволяют говорить о том, что организационно-технические факторы являются значимым элементом процесса взаимодействия преподавателя и студента в процессе онлайн-обучения.

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