How the Same Teacher Is Perceived Depending on the Lecture Format

Contents:

• How the experiment was conducted
• The difference in teacher perception during in-person and online lectures
• What are the differences between the two types of online lectures

There are many studies in the scientific literature devoted to the technical and methodological aspects of online learning, as well as Students and faculty interact with digital platforms. However, online communication between participants in the educational process, including students and faculty, remains largely overlooked. This interaction has its own unique characteristics. When discussing the shortcomings of the online format, faculty often cite the lack of face-to-face contact as the main argument. At first glance, this may seem insignificant, especially if classes are held in real time. However, it is worth considering the impact the lack of face-to-face interaction has on the quality of learning and interaction. Face-to-face communication can facilitate a deeper understanding of the material and strengthen the connection between participants. This underscores the importance of considering aspects of online communication when improving online education.

A study of student perceptions of faculty during online classes was analyzed by researchers from the Herzen State Pedagogical University of Russia. The team, led by Professor Vladimir Panfyorov, began this project in 2019, before the COVID-19 pandemic, and its significance has only increased since then. The study examined factors influencing online lecture evaluations, such as lecturer behavior and appearance. The findings will help better understand how to create effective online learning and improve the quality of interactions between instructors and students in a virtual environment. Several articles were published as a result of the study, including "Socio-Psychological Interpretation of Instructor Personality as a Factor in Student Evaluation of Online Lectures," "University Online Lectures: Which Personality Traits Enable Instructors to More Effectively Manage Their Impressions?" and "Organization of Video Lecture Material: Psychological Criteria and Effectiveness Factors." Project co-author, Professor Anastasia Miklyaeva, presented interesting findings in her paper at the 24th Yasinsky International Scientific Conference on Economic and Social Development. In this article, we will discuss the key aspects of the experiment and its implications for the educational process.

How the Experiment Was Conducted

The study involved experimental observation, involving 30 teachers with varying experience, gender, and age. Participants were asked to record the same 10-12-minute lecture twice. The first recording took place in a classroom with students present, creating an atmosphere of live learning. During the second recording, there were no students present, and the teachers lectured directly to the camera. This approach made it possible to compare the influence of the audience on the style and delivery of the material, as well as to identify the characteristics of teachers' presentations in different settings.

The researchers conducted an experiment with 453 students, dividing them into 30 subgroups. One group attended lectures in person, another viewed recordings of lectures given in the classroom, and the third group studied out-of-class recordings. Following the lectures, all students completed questionnaires assessing the quality of teaching and the delivery of the course material. It is important to note that students had no prior knowledge of the lecturers. This approach allowed for objective data on their perception of the educational process.

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In the context of distance learning, there is a noticeable shift in the traditional chain of command between teachers and students. The transition to online communication formats facilitates freer and more open interaction. Students become more confident in their requests and questions, while instructors can perceive students as equal partners in the educational process. This change creates new opportunities for the exchange of knowledge and opinions and promotes the development of more democratic relationships in the learning space. Importantly, this approach can improve the quality of learning, as it helps create an atmosphere of trust and collaboration.

Differences in Perception of the Instructor in Face-to-Face and Online Lectures

The results of the study showed that students perceive the same instructor differently depending on the lecture format: in-person or video recording. When watching recordings, whether in-class lectures or lectures recorded without the presence of the audience, students perceive the instructor as less charming, less confident, less tactful, and less professional compared to their live presentation. Thus, the same instructor's behavior is perceived by students completely differently depending on the format of their presentation. This underscores the importance of face-to-face interaction in the educational process.

The difference in lecture formats does impact learning outcomes. Students rated the usefulness, interest, and content of in-person lectures compared to the two types of video recordings. For a more detailed analysis, a survey was conducted several days after the lectures to determine how much information students were able to retain. The results showed that both online lecture formats were inferior to in-person classes across all the parameters listed.

Interestingly, a lecture recorded without an audience demonstrated higher retention rates than one recorded with an audience present. This may indicate that the absence of an audience allows the lecturer to express his thoughts more freely and focus on presenting the material.

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Offline Lectures at Universities: Necessity or Outdated Format?

In the modern educational process, offline lectures continue to occupy an important place in the university curriculum. Despite the rapid development of online education, many students and faculty consider traditional lectures an integral part of the educational experience. The offline format allows for a unique interactive atmosphere where students can ask questions, discuss topics, and receive instant feedback from instructors.

However, with the growing popularity of online courses and hybrid learning formats, the question arises: are offline lectures truly relevant? Proponents of the traditional approach argue that face-to-face interaction promotes better learning and the formation of social connections between students. On the other hand, online lectures offer flexibility and accessibility, which is a significant advantage for many students.

Thus, offline lectures at universities represent not only a tradition but also an important tool for a deep understanding of the educational material. Finding a balance between offline and online formats is a key challenge in modern education to meet student needs and ensure high-quality learning.

What are the differences between the two types of online lectures?

To understand the differences between the two types of online lectures, the authors analyzed instructors' behavior during these events. It turned out that instructors adapt their presentation style depending on the presence of a live audience. When students are present, they prefer an interactive format that includes conversations, discussions, and questions for the audience, as well as active responses to their feedback. Conversely, when a lecture takes place without direct contact with the audience, instructors more often use a monologue format, focusing on a simple presentation of the topic. This difference in approaches emphasizes the importance of interaction between instructor and students in the educational process.

The research revealed what elements instructors use in their lectures. Recordings of lectures given in a classroom with an audience present often contain numbers, professional and scientific jargon, and examples from professional experience and personal life. This makes such lectures more difficult to understand. Interestingly, when a lecturer speaks only in front of a camera, their speech rate slows down. This is likely due to the inability to see the audience's reaction, which forces lecturers to present information more clearly and accessibly, essentially "chewing" it for the audience.

The study's authors found that the presence or absence of an audience influences lecturers' nonverbal communication. In a room without an audience, lecturers smile less often and use illustrative gestures, but they look at the camera more often. Students, however, perceive gestures positively in both online lecture formats, as a "talking head" typically evokes negative emotions. Thus, the active use of non-verbal means of communication can significantly improve the quality of perception of the material and the involvement of students in the learning process.

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There are several interesting aspects to student perceptions of video lectures. When students watch recordings of lectures given without an audience, their attention is often focused on the instructor's appearance. Formal dress influences the perception of the lecturer's professionalism, and students tend to evaluate their competence through this lens. At the same time, humor in such lectures is less effective—students prefer serious content and often rate lectures with humorous elements lower. In lectures recorded in the classroom with students present, the emphasis on the instructor's dress loses its significance, and humor is received more favorably. This emphasizes the importance of context in learning and information comprehension.

At the Yasinsky Conference, Anastasia Miklyaeva noted that research results show that students prefer online lectures where information is presented in a concise and succinct format. They value receiving only useful content without unnecessary discussions and distractions. This explains why students choose recorded lectures given without an audience. In such recordings, instructors can focus on the substance of the material, presenting information more clearly and structured. Unlike live lectures, which often include digressions and informal conversations, recorded lectures are perceived as more informative and meaningful.

The researcher emphasizes that a quality lecture is not only about imparting knowledge but also about demonstrating the instructor's professional position, values, and personal qualities. It is more difficult to convey these aspects to students in a video format compared to in-person interaction. Therefore, it is important to find effective ways to transfer these elements from the traditional classroom to the digital environment to maintain connection with the audience and increase student engagement.

Anastasia noted that the experiment has its limitations: students viewed all video lectures in a university classroom on a large screen. Researchers are currently studying how various technical means influence the perception of educational content. Preliminary data shows that similar patterns are observed when viewing lectures on a computer monitor, and viewing them on a smartphone screen even enhances these effects.

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