As the education field further embraces technology and the classroom develops a distance component, more and more colleges and universities are delivering classes via two-way video. Research has established that nonverbal cues exist and play a significant role in classroom instruction (Arnold & Roach, 1989; Cyrs, Conway, Shonk, & Jones, 1997; Rosenthal & Jacobson, 1968). The growing popularity of two-way video and the fundamental concepts of communication, establishes a parallel between traditional classroom and two-way video instruction delivery. This parallel and the established effect that nonverbal cues have on instructional delivery support the need to study nonverbal communication in a two-way video classroom.
Descriptive observation of six instructors, each teaching five 50-minute lectures, produced the data for this preliminary study. The nonverbal cues were recorded using the Two-way Video Nonverbal Cue Observation Instrument (TV-NCOI). The TV-NCOI consisted of seven nonverbal communication categories and 22 variables used to identify and quantify professor's nonverbal cue use in two-way video instructional delivery.
Frequency response, common themes, and nonverbal cue delivery observations, collected by the TV-NCOI, were used to answer the research questions; what nonverbal cues are used by university professors when delivering instruction in a two-way video classroom? The results suggest that professors in engineering and chemistry, the two focused disciplines, heavily used nonverbal cues when delivering instruction in a two-way video classroom. However, the majority of these cues have a technical delivery base. The traditional classroom nonverbal cues of board pointing, material pointing, and accent gestures are delivered via computer cursor, two-way video camera, and software applications in the two-way video classroom. More specifically, 87% on the nonverbal cues used in instructional delivery had a technological connection and only 13% of the nonverbal cues used were without a technical delivery base. / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/29966 |
| Date | 10 December 2001 |
| Creators | Anderson, Myron R. |
| Contributors | Instructional Technology, Burton, John K., Magliaro, Susan G., Lockee, Barbara B., Moore, David M., Jones, Roy S. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf, application/pdf, application/pdf, application/pdf, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | 4_Print_Table_of_Contents.PDF, 2_Print_Dedication.PDF, 3_Print_Acknowledgments.PDF, 6_Print_Resume.PDF, 1_Print_Cover_Abstract.PDF, 5_Print_Dissertaion_11290.PDF |
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