Abstract:

The present questionnaire-based study was conducted during the academic year 2014-2015 and examines, through 54 close-ended questions with pre-coded replies, the views and proposals of 406 Greek University students from 7 Greek Universities firstly about the teaching strategies implemented in University classrooms and secondly about behaviours and attitudes displayed by University teachers during interpersonal communication with students inside and outside classroom. Data elaboration and statistical analysis was performed using Predictive Analytics Software Statistics 21, and factor analysis was employed using Principal Component Analysis with Varimax rotation extraction method. According to the results, Greek University students report extensive use of frontal whole-class lecturing assisted mainly by question-posing and use of varied visual aids. They also report limited individualisation and implementation of cooperative or project-based learning while knowledge scaffolding and clarification of teaching objectives are considered to be inadequate. However, the lack of diversification is reported to be counterbalanced through the dissemination of high-level knowledge and the establishment of mutual academic respect learning setting within the classroom. Interpersonal teacher-student communication is considered to be effective, albeit only as regards strict academic level of communication; Teachers are reported to be willing to answer questions, engage students in constructive content-based discussion, and patiently supervise and assist scientific research carrying-out. They are not, however, willing to share personal experiences or develop experiential contact with their students, or even display humour, probably due to the fear that their professional authority may be questioned and undermined if personal relationships with their students are developed. In addition, University teachers and students as well are reported to pay more attention to examination then learning procedures, given the fact that, for Greek students, the value of high academic performance overshadows deep-learning attainment. As a result, teaching in University classroom is reported to have high academic orientations but low affective or social outcomes. To improve quality of teaching/learning procedure and of teacher-student communication, Greek University students firstly suggest redefinition of University education in a way that socio-emotional objectives and attainments are respected and recognized equally to academic ones. Secondly, they suggest teachers’ investment in the establishment of sound interpersonal relationships based on the sharing of common social, professional, and human experience. Thirdly, they expect their teachers to utilise more cooperative and project-based learning procedures, so that students are more actively and constructively involved in teaching process.

Keywords:

University teachers, teaching practices, communication skills, undergraduate students, Greece.