Апробация измерений педагогической коммуникации для онлайн обучения в российских вузах
The current study is set to test pedagogical communication scales, specifically the teacher clarity scale and the teacher immediacy scales as being the most significant for the educational online interaction. It shows the impact of teacher clarity and immediacy on cognitive, affective, and behavioral learning outcomes in the online learning environment. The relevance of the study is due to the fact that the analysis of teacher communication behaviors in online learning can be an important factor for the development of university online courses and can make online learning more effective. In addition, defining teacher communication behaviors online and their measurements can facilitate further studies of teacher-student interaction and compare the results of the research both nationally and internationally. 409 students (117 men and 286 women, average age – 20) completed survey instruments. The tested measures were used to evaluate perceived teacher clarity and teacher immediacy in online learning as well as students’ readiness to use the behaviours recommended during an online course. Furthermore, the relationships between instructor clarity and instructor immediacy were investigated. The findings indicate that teacher clarity and immediacy had a direct correlation with cognitive, affective, and behavioural learning outcomes as well as with students’ intentions to use behavioral patterns recommended in an online course. In light of these results, teachers can be recommended to account for their communicative clarity and immediacy with students in an online learning environment, as these characteristics contribute to the effectiveness of online learning.