传播学视域下的高等教育在线教学:传播特征、影响因素与评价方法

ONLINE TEACHING IN HIGHER EDUCATION FROM THE PERSPECTIVE OF COMMUNICATION STUDIES:COMMUNICATION CHARACTERISTICS,INFLUENCING FACTORS AND EVALUATION METHODS

高等教育数字化转型的大背景下,《全国普通高校本科教育教学质量发展报告(2021—2022年度)》明确提出在线教学常态化发展的问题。常态化发展在线教学,首要问题就是建设良性发展机制,保障教学质量。教学质量评价是促进教学质量提升的重要手段。通过对高等教育在线教学过程的传播学分析可以发现,高等教育在线教学存在着教学效果与主客体信息化水平密切相关、教学过程受制于传播内容和学科门类、教学模式以点对点互动为主、双重教学空间、教学语境以制度语境为主等特征。传播主体、客体、内容、渠道、反馈、语境等因素不同程度地影响着高等教育的在线教学效果。因此,高等教育教学效果评价应该从教师和学生两个层面出发,对教师提升在线教学质量的主观态度、教师实施在线教学的客观水平、学生进行在线学习的主观态度、学生进行在线学习的客观条件、教师对在线教学反馈的重视度、学校对在线教学的支持度和学生的学习获得度等7个维度进行综合评价。

In the context of the digital transformation of higher education,The Report on the Development of Undergraduate Education and Teaching Quality in National Colleges and Universities(2021-2022)clearly puts forward the issue of normalized development of online teaching.The first and foremost concern for developing online teaching in a normalized way is to build a benign development mechanism to ensure the quality of teaching.Teaching evaluation is an important means to promote teaching quality.Through the communication analysis of the process of online teaching in higher education,major features of online teaching can be concluded that the teaching effect is closely related to the level of informationization of the subject and the object,that the teaching process is associated with the communication content and fields of disciplines,that the teaching mode is mainly based on the peer-to-peer interaction,that the dual teaching space can be identified,and that the teaching context is primarily institutional.With the influence of these characteristics,factors including communication subject,object,content,channel,feedback and context can affect the online teaching effect of higher education in different degrees.Therefore,the evaluation of teaching effectiveness in higher education should be carried out from the two levels of both teachers and students.This paper conducts a comprehensive evaluation of seven dimensions:teachers'subjective attitude towards improving the quality of online teaching,teachers'objective level of implementing online teaching,students'subjective attitude towards online learning,students'objective conditions for online learning,teachers'understanding level of online teaching feedback,schools'support level for online teaching,and students'learning acquisition level.