Adolescent`s non-verbal feedback on a digital message in teaching

In this article, non-verbal feedback is viewed as a non-verbal adolescents' communication response to a communication stimulus in the form of a message sent through digital media as a didactic tool in teaching. The theoretical considerations cover the dimensions of non-verbal behavior and the s...

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Autor principal:	Kecman Violeta
Formato:	article
Lenguaje:	EN SR
Publicado:	Communication Direction Institute, Novi Sad & University of Belgrade - Faculty of Political Sciences, Belgrade 2021
Materias:	non-verbal communication adolescents teaching digital messaging non-verbal feedback Communication. Mass media P87-96
Acceso en línea:	https://doaj.org/article/3f9585c7354d44ec88db89ee887d88f4
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spelling	oai:doaj.org-article:3f9585c7354d44ec88db89ee887d88f42021-12-05T20:58:13ZAdolescent`s non-verbal feedback on a digital message in teaching2466-541X2466-545210.5937/cm15-24709https://doaj.org/article/3f9585c7354d44ec88db89ee887d88f42021-01-01T00:00:00Zhttps://scindeks-clanci.ceon.rs/data/pdf/2466-541X/2021/2466-541X2148069K.pdfhttps://doaj.org/toc/2466-541Xhttps://doaj.org/toc/2466-5452In this article, non-verbal feedback is viewed as a non-verbal adolescents' communication response to a communication stimulus in the form of a message sent through digital media as a didactic tool in teaching. The theoretical considerations cover the dimensions of non-verbal behavior and the semiotics of non-verbal communication in digital interpersonal media. The second half of the article presents an empirical re-search of an experimental character, conducted in the Fifth Belgrade Gymnasium with fourth grade students. The aim of the research is to identify a communication feed-back on information whose content implies critical potential, that is, which can encourage critical thinking of adolescents in the teaching process, lead to the identification of cause and effect relationships, and to draw conclusions from the given data. The methodologi-cal framework of empirical research is quantitative. Group interviews of informative nature and open-ended surveys were used. The results of the research were obtained by a comparative method, observing, comparing and analyzing the feed-back on a mes-sage that implies the potential for critical thinking, in relation to a message that does not imply analysis and synthesis abilities, but is based on information recognition and knowledge reproduction. It was concluded that if adolescents were given the opportunity to show a critical attitude, they would respond non-verbally in digital communication in teaching. When the message does not imply the potential for incitement to critical thinking, but for the recognition of known information and simple reproduction of data, the communicative reaction in teaching is always verbal.Kecman VioletaCommunication Direction Institute, Novi Sad & University of Belgrade - Faculty of Political Sciences, Belgradearticlenon-verbal communicationadolescentsteachingdigital messagingnon-verbal feedbackCommunication. Mass mediaP87-96ENSRCM. Communication and Media, Vol 15, Iss 48, Pp 69-89 (2021)
institution	DOAJ
collection	DOAJ
language	EN SR
topic	non-verbal communication adolescents teaching digital messaging non-verbal feedback Communication. Mass media P87-96
spellingShingle	non-verbal communication adolescents teaching digital messaging non-verbal feedback Communication. Mass media P87-96 Kecman Violeta Adolescent`s non-verbal feedback on a digital message in teaching
description	In this article, non-verbal feedback is viewed as a non-verbal adolescents' communication response to a communication stimulus in the form of a message sent through digital media as a didactic tool in teaching. The theoretical considerations cover the dimensions of non-verbal behavior and the semiotics of non-verbal communication in digital interpersonal media. The second half of the article presents an empirical re-search of an experimental character, conducted in the Fifth Belgrade Gymnasium with fourth grade students. The aim of the research is to identify a communication feed-back on information whose content implies critical potential, that is, which can encourage critical thinking of adolescents in the teaching process, lead to the identification of cause and effect relationships, and to draw conclusions from the given data. The methodologi-cal framework of empirical research is quantitative. Group interviews of informative nature and open-ended surveys were used. The results of the research were obtained by a comparative method, observing, comparing and analyzing the feed-back on a mes-sage that implies the potential for critical thinking, in relation to a message that does not imply analysis and synthesis abilities, but is based on information recognition and knowledge reproduction. It was concluded that if adolescents were given the opportunity to show a critical attitude, they would respond non-verbally in digital communication in teaching. When the message does not imply the potential for incitement to critical thinking, but for the recognition of known information and simple reproduction of data, the communicative reaction in teaching is always verbal.
format	article
author	Kecman Violeta
author_facet	Kecman Violeta
author_sort	Kecman Violeta
title	Adolescent`s non-verbal feedback on a digital message in teaching
title_short	Adolescent`s non-verbal feedback on a digital message in teaching
title_full	Adolescent`s non-verbal feedback on a digital message in teaching
title_fullStr	Adolescent`s non-verbal feedback on a digital message in teaching
title_full_unstemmed	Adolescent`s non-verbal feedback on a digital message in teaching
title_sort	adolescent`s non-verbal feedback on a digital message in teaching
publisher	Communication Direction Institute, Novi Sad & University of Belgrade - Faculty of Political Sciences, Belgrade
publishDate	2021
url	https://doaj.org/article/3f9585c7354d44ec88db89ee887d88f4
work_keys_str_mv	AT kecmanvioleta adolescentsnonverbalfeedbackonadigitalmessageinteaching
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Adolescent`s non-verbal feedback on a digital message in teaching

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