Abstract:

The current didactic communication goes through a process of re-establishing and rethinking both the standards of communcation between educators and learners, as well as the rights and obligations of all the actors involved in education. All these changes have been triggered by the need for a sudden transition from the on-site courses, to mainly online, consequently, online communication has quickly passed the stage of experiment, and turned into a generalized path for the teaching-learning process. We must admit that the pandemic of covid 19 has been just a pretext to accelerate the global trend of technologicalization in communication as well as the shifting focus from onsite to online. Therefore, under these circumstances, we can see the emergence of disputes caused by the fact that both the rights and obligations of students and teachers must be reassessed, and the boundary between private and public space must be legally redifined, in order to establish a correct and efficient communication during the teaching process. Our purpose here is to outline the fact that modern teaching strategies, e.g. asynchronous teaching, require redefining of student-teacher relationship, but also reassessing the meanings of words that ensure the success of effective communication, and the reinterpretation of communication skills for teachers and students in the same time. Therefore, we propose in this article an analysis of the transformations imposed by the global trend of technologicalization of education, both from the perspective of didactic communication and from the perspective of the legal framework that should support this process. In this respect, our study reflects the prospects and progress of foreign students who, during two semesters of 2020-2021, have had the opportunity to learn Romanian exclusively online, without traveling to Romania for courses, although in non-pandemic conditions they should have been linguistically and culturally integrated for a complete academic year in iorder to continue their university itinerary. Instead of conclusions, our intentions are to present a series of solutions and to share with the academic community the teaching experience and feedback received from students for the strategies identified in order to fill communication gaps.

Keywords:

Asynchronous teaching, delayed feedback, onsite, online, private, public.