Uzaktan Eğitimde Etkili İletişim ve İletişimsel Engeller: Sözlü ve Sözsüz İletişim

In the present study, firstly, the concept of communication will be discussed within the framework of classical models. Then, the concept of communication in education and foreign language education will be presented. On this basis, the importance of verbal and nonverbal communication in simultaneous distance education will be analyzed depending on the relevant literature. From this point of view, the importance of having cameras on/ off for effective communication will be shown on the basis of the relevant literature. Faced with the COVID-19 pandemic, some forms of distance education in Turkey are taking advantage of technologies that use videoconferencing software to enable simultaneous classroom meetings over the internet. In this study, distance education, in which a teacher and learners are simultaneously in an online course environment, is meant under the name of distance education. Considering this, it is important to have certain qualifications that distinguish simultaneous distance learning from video lectures. The concept of simultaneous distance education should be different from the students watching video lessons alone or collectively, and this is only possible with a quality communication between teacherstudent and student-student.

In daily life, the concept of communication has gained different meanings specific to each field, as well as in different fields. In this context, it is almost impossible to make a definition that is accepted by everyone, but when it comes to communication, scientists stated that verbal and nonverbal communication are in question. Despite the development of technology, if there is still a lack of communication when using modern communication tools, it is because nonverbal communication cannot be used effectively in the tools in use. A quality learning environment in distance education can be achieved if both students and instructors have multimedia skills and sufficient distance education equipment. At the same time, the most basic distance learning equipment such as an age-appropriate computer, webcam, headset microphone, ergonomic desk and chair, and a good Internet connection are also required.

It is thought that many educators who are accustomed to face-to-face education have applied some sanctions in order to feel themselves in a difficult situation in distance education and not to lose control of the classroom. Among the most important of these is to turn off the video communication and to continue the education with only the voice of the teacher and the teaching material reflected on the screen. In addition, it is known that the cameras are turned off because the students do not want to give up their sense of comfort or because they do not have a camera. In addition, it is known that the cameras are turned off in order to prevent the internet infrastructure and programs such as Zoom used for distance education from being forced. In accordance with the decision taken by the Ministry of National Education, it was requested that the cameras and microphones of the students should be turned off in general, but should be turned on when necessary. There is no provision in any article regarding the obligation of teachers whether to turn on the cameras or not. However, communication is not just an auditory phenomenon consisting of words or sounds. Communication is considered as a whole, which is performed non-verbally in addition to verbal communication. Under this aspect, it may be possible to limit communication to verbal communication, which reduces the quality of communication and, consequently, the quality and efficiency of teaching. If this situation is considered for distance education, it is seen that the communication process should be more than a voice exchange. An effective distance education is therefore a process in which all participants have individual responsibilities, they should be ready both physically and psychologically as if they were in face-to-face education, and communication is made in audio and visual form.

Instructors and learners should not see online classes as different from face-to-face education and should open communication channels at both camera and microphone level. Again, a similar situation is the reservations of the students about the visual data and their inability to prevent it. This situation shows that in simultaneous online education, it is necessary to be temporally and spatially dependent and responsible during the lesson. At this point, educational institutions have duties and responsibilities in conveying the operation of simultaneous distance education and the issues that need attention.