Exploring the interplay between question-answering systems and communication with instructors in facilitating learning

PurposeQuestion-answering (QA) systems are being increasingly applied in learning contexts. However, the authors’ understanding of the relationship between such tools and traditional QA channels remains limited. Focusing on question-answering learning activities, the current research investigates the effect of QA systems on students' learning processes and outcomes, as well as the interplay between two QA channels, that is, QA systems and communication with instructors.Design/methodology/approachThe authors designed and implemented a QA system for two university courses, and collected data from questionnaires and system logs that recorded the interaction between students and the system throughout a semester.FindingsThe results show that using a QA system alone does not improve students' learning processes or outcomes. However, the use of a QA system significantly improves the positive effect of instructor communication.Originality/valueThis study contributes to the literature on learning and education technology, and provides practical guidance on how to incorporate QA tools in learning.

Flute Education in Turkey in the Process of COVID-19 Pandemic

The experience of the COVID-19 pandemic worldwide has caused education to be carried out through distance learning. Due to this situation, flute instructors faced many difficulties in instrument training, which had to be done remotely in professional music education institutions. A research was conducted to determine the training and examination processes of the instructors for flute education, their experiences, readiness for online education, negativities, and solutions during the pandemic process. Convergent parallel design, one of the mixed research methods, was used in the study. The study group consists of 22 flute instructors who work in different professional music education institutions in Turkey. An open- and close-ended questionnaire was used as a data collection tool. It was revealed that flute instructors conducted classes in different ways during the pandemic, they had to make their evaluations mostly individually, and they had many difficulties due to the internet and the applications used. As a result of the research in order for online flute training to be more effective, it was recommended that both instructor communication be more active and trainers receive training that will contribute to their professional development in online education. Keywords: Flute training, Turkey, COVID-19, pandemic, online education

Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course

The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.

What We Can Learn from Environmental and Outdoor Education during COVID-19: A Lesson in Participatory Risk Management

COVID-19 has impacted education on all levels, with many institutions turning to online formats to deal with the global public health crisis. This study aims to carefully consider participatory risk management, given concerns about the specific impact of COVID-19 upon environmental and outdoor education. An environmental and outdoor education expedition-style university-based field course at the Laponia World Heritage Site provided the context for considering environmental and outdoor education’s response to COVID-19. Whether or how risk could be effectively managed in the unique setting during the COVID-19 pandemic was explored using action research methodology. A combination of systematic instructor observation, student–instructor communication, and surveys to student participants provided the data to consider the research question. Outcomes underscore the critical role of participatory risk management in environmental and outdoor education settings and highlight the concept of interdependence in environmental and outdoor education risk management. In addition, the research provides support for the action research idea of practitioners as researchers.

Persepsi Petani terhadap Strategi Komunikasi Penyuluh dalam Pemanfaatan Media Informasi di Era Digital

The digital age has brought changes to both farmers and extension workers. In carrying out communication activities in the diffusion of innovations, an appropriate communication strategy is needed, so that the message is easily understood by farmers and facilitates the development of farmer groups. This paper is the result of a study that aims to describe farmers 'perceptions of instructor communication strategies in utilizing information media and measuring farmers' communication actions in the application of rice cultivation to support food security. The research location is in Sirah Pulau Padang Village, Ogan Komering Ilir Regency, South Sumatra. The research method used was a survey with a purposive sampling method for six farmer groups that carried out rice cultivation, a sample of 30 farmers. Interviews were conducted with questionnaires as primary data, while secondary data was obtained from the related institutions. Data analysis to measure farmers' perceptions of instructor communication strategies and communication actions of farmers in rice cultivation was carried out by calculating scores. The results showed that the communication strategies used by extension agents were positively perceived by farmers. Likewise, the communication actions of farmers in rice cultivation are high. In particular, the authors review communication strategies that can be implemented so that farmers can take communication actions in rice cultivation, in supporting food security in the digital era and several important recommendations are delivered.

Using Social Media to Improve Student-Instructor Communication in an Onlinef Learning Environment

The lack of effective faculty-student interaction has been identified as a main contributor to the high dropout rate in online education. For this paper, the authors conducted an empirical study using a social networking tool, specifically Facebook, to improve student-instructor communication and student performance in an online learning environment. They recruited three sections of an introductory IT course at a public university and divided them into two groups: (1) a treatment group where Facebook was used as an additional communication tool and (2) a control group where the course setting wasn't changed. The authors surveyed the participants' opinions on the use of Facebook in the treatment group, and collected participants' academic performance data for both the treatment and control groups. Their research findings show that the use of Facebook as a supplemental communication method can help an instructor better reach out to students, reduce a course's failure rate, and improve student course performance.

Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University

Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear regression relationship result with student motivation to learn. These results from a small liberal arts university are discussed in reference to previous research that measured these variables primarily at research universities. The results and implications are addressed for instructors and administrators.