Processes and Effects of Mediated Communication on University Students
DOI:
https://doi.org/10.56976/rjsi.v5i1.143Keywords:
Face-to-Face Communication, Mediated Communication, E-LearningAbstract
The aim of this study is to explore the perceptions of students on the mediated process and face-to-face communicative learning and how mediated communication affects the individuals – learners and employers. The research employs the qualitative method in the form of semi-structured interview questions to explore the perception of the students. The population of this study consisted of University students. The study's data have been analyzed thematically. It is a technique for descriptive statistics, but when codes are chosen and subjects are created from those patterns, interpretation is also involved. The results highlight how critical it is to learn from individuals who will be enrolled in distance learning, particularly at a time when several institutions are looking at innovative strategies to involve learners simultaneously on and off campus, discusses the significance of using facts to guide such choices instead of assuming what students will think or what they will desire. In contrast to the common assumption, individuals do not believe that online programs are simpler even though they do not yet believe that they are similar to face-to-face sessions. The bulk of enrollees are new to attending e-learning. Significant aspects of reported learning outcomes and contentment include communication in the elementary program, individual enthusiasm to engage in the sessions, course content, and instructional assistance and expertise. Online individuals’ participation is a better indicator of reported early education results since there is less opportunity for physical interaction during sessions.
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