June 26, 2011
June 26, 2011
June 29, 2011
22.1685.1 - 22.1685.15
When You Can’t Hear Me Now ‐ Nonverbal Communication in Distance Learning Authors Globalization, a strong demand for continuing education and cost pressure on traditional university learning models are all contributing to the growth of distance learning across many educational programs, to include civil engineering. Fundamentally, distance learning encompasses students participating in a class without being physically present; this includes not only remote campuses, where the communication infrastructure is likely to be robust, but also students studying on exchange programs either domestically or abroad. Specifically at the XX‐XX‐XX‐XX at XX‐XX, the study abroad program is trending towards a more robust program to send our students abroad. In the past five academic semesters, we have sent 370 students to 35 universities around the globe. As the program continues in its development, its popularity among the students continues to grow. Given the growth in demand for this program at XX‐XX and elsewhere, the Department of Civil and Mechanical Engineering at XX‐XX has been carefully examining how to best deliver quality instruction to these students. The fundamental teaching model in our Department is well‐expressed in the Excellence in Civil Engineering Education (ExCEEd) program, sponsored by the American Society of Civil Engineers (ASCE). The model includes six main elements for developing an effective learning environment: structured organization, engaging presentation, enthusiasm, positive rapport with students, frequent assessment of student learning, and appropriate use of technology. The primary question associated with distance learning is, “Can the ExCEEd teaching model work when the student isn’t physically present?” The author’s primary interest in this paper is to look closely at non‐verbal communication as it relates to the ExCEEd teaching model and distance learning. The authors are most interested in non‐verbal communication because it is related to three of the six main elements in ExCEEd teaching model: engaging presentation, enthusiasm, and positive rapport with students. Additionally, the nature of distance learning will necessitate and evaluation of how a fourth element, the appropriate use of technology, is applied to various methods of teaching a distance learning course. Further, non‐verbal communication, as represented by facial expressions and vocal intonation, can be 93% of the teacher’s effectiveness in delivering a message. Given these circumstances, it is important to assess the impact of various distance learning environments on a teacher’s ability to express non‐verbal content such that the ExCEEd teaching model is still effective. A case study approach will be used to illustrate and examine challenges in this area and recommendations will be presented rely on the body of knowledge of non‐verbal communications, the ExCEEd teaching model, and the realities of distance learning.
Reese, M., & Hanus, J. P., & Klosky, L. (2011, June), When You Can’t Hear Me Now: Nonverbal Communication in Distance Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18388
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