למידה סינכרונית פנים-אל-פנים ובוועידת וידאו חד-ודו-כיוונית: תפקידם של סגנון הוראה-למידה, גורמי אישיות ורמת טבעיות המדיה

During the last years, an increasing portion of face-to-face teaching-learning
processes in the academia is being replaced with online synchronous sessions
based on various communication technologies. According to the Media
Naturalness Theory (Kock, 2005), the effectiveness of online learning is
mainly affected by the difference in the naturalness level of the
communication technology channels. The present study compared learning in
a face-to-face environment to learning in two online conditions (one-way and
two-way video conferencing environments). We examined the influence of
the naturalness degree and personality traits of the students (extroversionintroversion and emotional stability-neuroticism) on the participation level in
the lecture. The study was conducted as a controlled experiment, with 76
subjects attending a lesson that included several teaching-learning
components: lecture, instructor-students interaction, students-instructor
interaction and students-students interaction. "Zoom" videoconferencing,
which allows spontaneous and active participation using a web camera and a
microphone, was utilized for the online conditions. Participation level during
the lecture was determined by calculating the total number of words said by
each student. The frequency of participation was determined by calculating
the total number of participation events (turn-taking) of each student. Results
show that the teaching-learning strategy influenced participation and that this
influence was more significant than the naturalness of communication
channel and personality traits. Compared to other teaching-learning
strategies, participation level was found to be much higher when the
instructor encouraged the students to talk. Participants did not tend to
interrupt the instructor while talking, did not ask questions and did not talk to
each other. As expected, extroverts participated more than introverts;
however neuroticism did not affect the participation level. Results indicate
the importance of adjusting the teaching-learning strategy to the online
environment and to the personal characteristics of different students.