Mitigating Lecturers’ Communication Uncertainty in Using SWVC During Online Lectures

Authors

DOI:

https://doi.org/10.21111/ejoc.v9i1.10817

Keywords:

online lecture, uncertainty reduction, undergraduate lecturer, SWVC

Abstract

This study investigates at the communication uncertainty undergraduate lecturers face when delivering lectures through synchronous web video conferencing (SWVC) during online lectures. Uncertainty Reduction Theory (URT) is employed to understand how lecturers use communication techniques to reduce uncertainty in online lecture. Undergraduate lecturers at Universitas Muhammadiyah Surakarta who have ever conducted teaching online were interviewed in semi-structured interviews. Thematic analysis is performed, with a particular focus on the methods that lecturers use to communicate with their students in order to build relationships and reduce uncertainty. The study identifies a number of important areas of uncertainty, such as technical challenges, the development of useful learning materials, evaluation of comprehension, student involvement, and conduct during online sessions. This study shows how lecturers use active, passive, and interactive strategy to reduce uncertainty. These results underline how crucial it is to deal with technology challenges, advance interactive teaching strategies, raise student participation, and establish effective communication in order to guarantee successful online education in the face of uncertainty.

References

Ahn, J., & Kim, S. (2019). Comparing the Effects of Asynchronous and Synchronous Online Communication on Learning and Flow Experience. International Journal of Distance Education Technologies, 17(2), 67–82.

Alqurashi, E., & Alshahrani, A. (2021). Challenges of online learning in higher education during COVID-19 pandemic: A review of the evidence. Education Sciences, 11(3), 105.

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80–97.

Bączek, Michał MD∗; Zagańczyk-Bączek, Michalina MD; Szpringer, Monika MD, PhD; Jaroszyński, Andrzej MD, PhD; Wożakowska-Kapłon, Beata MD, P. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. 100(7). https://doi.org/10.1097/MD.0000000000024821

Bao, W., Cai, T., Sun, Y., Zhu, B., & Zhang, X. (2020). Research progress of online education platforms. IEEE Access, 8, 109606–109617.

Bao W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies. 2(2), 113–115.

Berger, C. R., & Calabrese, R. J. (1975). Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human Communication Research, 1(2), 99–112.

Braun, V; Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101.

Carlos Gonzalez, Daniel Pince, V. F. (2023). Lecturers’ experiences of teaching online during COVID 19: implications for postpandemic professional development. 71, 55–78. https://doi.org/https://doi.org/10.1007/s11423-023-10200-9

G S Prakasha, P. K. M. & R. S. (2023). Student engagement in online learning during COVID-19. Journal of E-Learning and Knowledge Society, 19(1), 1–12. https://doi.org/https://doi.org/10.20368/1971-8829/1135500

Gibbs, J. L., Ellison, N. B., & Heino, R. D. (2006). Self-presentation in online personals: The role of anticipated future interaction, self-disclosure, and perceived success in Internet dating. Communication Research, 33(2), 152–177.

Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service lecturer education programs. Journal of Educational Technology & Society, 12(1), 193–204.

Graham, C. R., Woodfield, W., & Harrison, J. B. (2020). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 48, 100–112.

Hidayat, M. T., Hasim, W., & Hamzah, A. (2020). Pembelajaran Daring Selama Pandemi Covid-19: Solusi atau Masalah Baru dalam Pembelajaran? Journal Civics & Social Studies, 4(2), 47–56. https://doi.org/10.31980/civicos.v4i2.918

Hollister B, Nair P, H.-L. S. (2022). Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. https://doi.org/https://doi.org/10.3389/feduc.2022.851019

Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819–827.

Knobloch, L. K., & Solomon, D. H. (1999). The role of nonverbal cues in impression formation: Issues and implications. In M. L. Knapp & J. A. Hall (Eds.), Nonverbal Communication in Human Interaction, 305–335.

Lobos K, Cobo-Rendón R, Mella-Norambuena J, Maldonado-Trapp A, F. B. C. and B. J. C. (2022). Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students. https://doi.org/10.3389/fpsyg.2021.815564

Malestha, A., & Kusumaningtyas, R. (2020). Pengurangan Ketidakpastian pada Pekerja Salon Tunarungu dalam Melayani Pelanggan Baru. Komuniti : Jurnal Komunikasi Dan Teknologi Informasi, 12(1), 51–67. https://doi.org/10.23917/komuniti.v12i1.10651

Melati, R. S., Ardianti, S. D., & Fardani, M. A. (2021). Analisis Karakter Disiplin dan Tanggung Jawab Siswa Sekolah Dasar pada Masa Pembelajaran Daring. Edukatif : Jurnal Ilmu Pendidikan, 3(5), 3062–3071. https://edukatif.org/index.php/edukatif/article/view/1229

Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Blended Learning Environments: Definitions and Directions, 4(3), 227–233.

Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education (IJonSE), 3(2), 70–85.

Wang, Q., & Chen, L. (2020). Research on the Communication Challenges and Countermeasures in Online Education During the COVID-19 Epidemic. In 2020 4th International Conference on E-Society, E-Education and E-Technology (ICSET), 32–36.

Zhang, D., & Liu, X. (2019). Exploring the Effects of Feedback and Participation on Students’ Learning Experience in Online Learning Environments. Interactive Learning Environments, 27(7), 944–958.

Published

2024-06-28

Issue

Vol. 9 No. 1 (2024): ETTISAL : Journal of Communication (In Layout)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

In order to be accepted and published by Ettisal : Journal of Communication, author(s) submitting the article manuscript should complete all the review stages. By submitting the manuscript the author(s) agreed to these following terms:

1.   The copyright of received articles shall be assigned to [Ettisal : Journal of Communication] as the publisher of the journal. The intended copyright includes the right to publish articles in various forms (including reprints). [Ettisal : Journal of Communication] maintain the publishing rights to the published articles.

2.   Authors are permitted to disseminate published article by sharing the link/DOI of the article at [Ettisal : Journal of Communication]. authors are allowed to use their articles for any legal purposes deemed necessary without written permission from [Ettisal : Journal of Communication] with an acknowledgement of initial publication to this journal.

3.   Users/public use of this website will be licensed to CC BY-NC-SA (Attribution & Non-Commercial-ShareAlike)