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The aim of this paper is to identify the students' and faculty members' perspective on teaching communication aspects and dynamics, and also to predict pattern changes that may improve communication effectiveness at undergraduate and postgraduate levels. Particularly, we were interested to find out to what extent the "fear of giving the wrong answer" and "viewing mistakes as failure" determine a less effective communication between students and professors. The study was designed as a survey based on multiple choice questionnaires targeting more than 250 undergraduate and postgraduate students and faculty members. The first pilot study revealed that the "wrong answer punishment effect" exists and our assumption was that it could be the leading cause of students' non-involvement in the teaching dialogue during courses, seminars, labs. The second questionnaire, developed after the pilot study, was designed to focus on the mechanisms triggering this effect and the results confirmed the hypothesis. The main barrier causing poor or lack of communication between students and teachers in higher education remains the fear of making mistakes. Our study revealed a need for the students to be constantly challenged by questions and actively encouraged to give an answer, even if they might give the wrong answer or their response is not the most accurate one.

The aim of this paper is to identify the students' and faculty members' perspective on teaching communication aspects and dynamics, and also to predict pattern changes that may improve communication effectiveness at undergraduate and postgraduate levels. Particularly, we were interested to find out to what extent the 'fear of giving the wrong answer' and 'viewing mistakes as failure' determine a less effective communication between students and professors. The study was designed as a survey based on multiple choice questionnaires targeting more than 250 undergraduate and postgraduate students and faculty members. The first pilot study revealed that the 'wrong answer punishment effect' exists and our assumption was that it could be the leading cause of students' non-involvement in the teaching dialogue during courses, seminars, labs. The second questionnaire, developed after the pilot study, was designed to focus on the mechanisms triggering this effect and the results confirmed the hypothesis. The main barrier causing poor or lack of communication between students and teachers in higher education remains the fear of making mistakes. Our study revealed a need for the students to be constantly challenged by questions and actively encouraged to give an answer, even if they might give the wrong answer or their response is not the most accurate one. [ABSTRACT FROM AUTHOR]