Didactic communication in higher education: its impact on the learning of Biology students

Abstract

This research seeks to analyze the main characteristics involved in the didactic communication process among those involved in the educational process of the biology degree program at UNAN-Managua. The study has a qualitative and descriptive approach, using a sample of 43 participants, of whom 6 are teachers and 37 are students. The information collection techniques used were a semi-structured interview administered to students and an observation guide used in six meetings with different teachers, where a topic related to the study of biological sciences was facilitated. The results indicate that the characteristics of didactic communication that have had the greatest impact on student learning are: 1. Clarity and comprehension of content, 2. Class participation and interaction, 3. Use of technological tools for teaching, 4. Feedback from the teacher, 5. Strategies used for motivation, 6. Teaching styles, and 7. nonverbal communication. Analysis of the results has made it possible to identify the main challenges faced by biology teachers in improving their didactic communication so that it can have a positive impact on student learning. This will enable the design of strategies aimed at strengthening interaction between the actors involved in the educational training process.