Criteria for effective online communication in supporting university students’ self-determination

Abstract

The study addresses the need to develop new relational models within universities that support student self-determination and foster emotional engagement among both students and faculty. It focuses on self-determination within online communication contexts, with the primary aim of identifying criteria for effective online interaction between instructors and students in higher education. The research is grounded in the constructive psychology of conflict (Khasan, Novopashina 2020, 106). The study is based on a sample of 30 students from Siberian University and 10 experienced online instructors who actively engaged in online teaching. The study employed the self-directed learning readiness scale (M. Fisher), mini-essays, and specially designed questionnaires. Results show that students have a low level of learning autonomy, creating a pronounced demand for effective communication in online learning. Students reported difficulties establishing contact with instructors, insufficient ‘live’ interaction, and challenges comprehending new material. The online learning environment was characterized by significant tension and conflict potential, reflecting the challenging conditions for self-determination faced by both students and faculty. By conceptualizing effective online communication as the ratio of outcomes achieved through communicative activity to the costs incurred in the online environment, the study establishes key characteristics of online learning relevant to self-determination in higher education. These findings regarding criteria for effective online communication can help educational stakeholders better support self-determination within digital learning contexts.