“As good as your word”: face-threat mitigation and the use of instructor nonverbal cues on students’ perceptions of digital feedback

Clark-Gordon, Cathlin V.; Bowman, Nicholas David; Watts, Evan R.; Banks, Jaime; Knight, Jennifer M.

doi:10.1080/03634523.2018.1428759

Cited by 22 publications

(5 citation statements)

References 25 publications

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“…For example, feedback on a (poor) learning performance can distract attention from the learning task and lead to irrelevant thinking, thoughts about other people, or a comparison of learning performance with other learners. In this regard, Clark-Gordon et al ( 2018 ) point out that learners often view feedback as a face-threatening event. In two studies, they were able to demonstrate that verbal and nonverbal face-threat mitigation strategies can counteract this (Clark-Gordon et al 2018 ).…”

Section: Social Cues In Interactive Learning Materialsmentioning

confidence: 99%

“…In this regard, Clark-Gordon et al ( 2018 ) point out that learners often view feedback as a face-threatening event. In two studies, they were able to demonstrate that verbal and nonverbal face-threat mitigation strategies can counteract this (Clark-Gordon et al 2018 ). Overall, feedback triggers a social reaction that can lead to changes in the processing of information.…”

Section: Social Cues In Interactive Learning Materialsmentioning

confidence: 99%

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The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

et al. 2021

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For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed.

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Section: Social Cues In Interactive Learning Materialsmentioning

confidence: 99%

Section: Social Cues In Interactive Learning Materialsmentioning

confidence: 99%

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

et al. 2021

View full text Add to dashboard Cite

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“…However, there may be significant differences how immediate feedback can be provided in online or face-to-face environments. Non-verbal communication is crucial to the teacher's mitigation strategies and immediacy, and conveying these features in an online context is different and not always as straightforward as in face-to-face teaching (Clark-Gordon et al, 2018). Therefore, it is interesting to consider how the students in the present study experienced feedback when the course was transferred online.…”

Section: Feedbackmentioning

confidence: 99%

Having it both ways: learning communication skills in face-to-face and online environments

Eklund,

Isotalus

2024

Front. Educ.

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In early 2020, the COVID-19 pandemic forced educators to transition to online teaching almost overnight. This paper focuses on students’ perceptions of communication skills in a practice course in the spring of 2020. The beginning of the course was held face-to-face and conducted online at the end. We sought information regarding students’ experiences of online course in a skill-based course. Relying on knowledge about online communication, we selected three areas to focus on in online course. First, feedback is essential in the process of learning communication skills and is included in the course learning objectives. Second involves eliciting conversations in an online environment. The third area is the connection between the audience and the speaker in public speaking. Our goal was to develop the course according to student’s perceptions. At the end of the course, 26 students answered open-ended questions about the two forms of implementation. Using thematic analysis, five different themes were constructed: (1) positive perceptions of the course, (2) neutral perceptions of online course, (3) perceptions of the challenges in online course, (4) perceptions of public speaking, and (5) perceptions of feedback. During the course, the students learned much-appreciated computer-mediated communication. They believed that the good learning results were due to careful organization and connection to other students. While uncommon, few students perceived online course as neither good nor bad, just neutral. Nevertheless, online course was not without challenges; students identified several problems concerning, for example, conversations and non-verbal communication. Furthermore, students considered feedback to be successful; however, online public speaking was perceived as different from speaking to a physical audience. The results of this study indicate that in a skill-based course, the online format can be just as effective as the face-to-face format. However, especially because public speaking was regarded as different and participants appreciated practicing communication in the online setting, we suggest that students should have the opportunity to practice communication skills both online and face-to-face. Additionally, although conversations received special attention, it caused the most significant challenges in the online environment; therefore, we propose that solutions to address this problem must be investigated further.

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“…Instructors and students are both using technology to communicate, in-and outside the classroom (Clark-Gordon, Bowman, Watts, Banks, & Knight, 2018;Fusani, 1994). MMT, translated to the student-instructor context, would predict that the stronger the tie, the more channels will be used for OCC (i.e., Haythornthwaite, 2005).…”

Section: Discussionmentioning

confidence: 99%

Student-Instructor Out-of-Class Communication: A Media Multiplexity Approach

Clark-Gordon¹

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The present set of studies examined media multiplexity theory (MMT; Haythornthwaite, 2005) in the context of student-instructor out-of-class communication (OCC) in two samples: undergraduate and graduate students. It was predicted that student-instructor tie strength (closeness) would lead to a greater number of modes used for OCC, and subsequently, the number of modes used for OCC would predict positive classroom outcomes, including communication satisfaction, cognitive and affective learning, and motivation. It was also predicted that the effect of closeness on the number of modes used for OCC would be moderated by student's enjoyment of online communication, insofar as it would suppress the amount of modes used to communicate outside the classroom for those students who did not enjoy online communication, or amplify the effects for those students that did enjoy online communication. Results revealed that for undergraduate students, the number of media used to communicate with one's instructor indirectly impacted their communication satisfaction, affective and cognitive learning, and motivation, through their feelings of the closeness with their instructor, contrary to the hypothesized model. This effect was strengthened for those students who had greater enjoyment of online communication. For graduate, the same pattern of indirect effects emerged, but enjoyment of online communication had no moderating effect in the graduate student sample. Implications for Media Multiplexity Theory (MMT) and viewing the student-instructor relationship as interpersonal are discussed. Because MMT was supported by the present studies, important conclusions on the nature of the student-instructor relationship, and the subsequent effects of their communication patterns are drawn. iii Table of Contents Introduction .

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“As good as your word”: face-threat mitigation and the use of instructor nonverbal cues on students’ perceptions of digital feedback

Cited by 22 publications

References 25 publications

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Having it both ways: learning communication skills in face-to-face and online environments

Student-Instructor Out-of-Class Communication: A Media Multiplexity Approach

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