scholarly journals Teacher-Student Interaction in Distance Learning in Emergency Situations

10.28945/4884 ◽  
2021 ◽  
Vol 20 ◽  
pp. 479-501
Author(s):  
Hava Sason ◽  
Avichai Kellerman
Keyword(s):  
Distance Learning ◽  
Self Regulation ◽  
Student Interaction ◽  
Student Interactions ◽  
Emergency Situations ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Different Types ◽  
Teacher Student Interaction ◽  
Teachers Training

Aim/Purpose: The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background: Teacher-student interactions during learning in general and particularly in distance learning has an impact on students’ satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology: The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students’ answers to open-ended questions about the nature of their interaction with their teachers. The students’ answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution: The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students’ self-regulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings: The study’s findings reflect students’ critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners: Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers’ training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendation for Researchers: Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learn-ing in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students’ expectations during routine and emergency times alike. Impact on Society: Studies have found that teacher-student interaction is one of the greatest contributors to students’ motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners’ ability to maintain their regular learning routine despite the emergency situation. Future Research: It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers’ training colleges, graduate students, and students of different ages.

Teacher-Student Interaction during Oral Reading and Rereading

1994 ◽  
Vol 26 (2) ◽  
pp. 191-209 ◽  
Author(s):  
Cathy M. Roller
Keyword(s):  
Case Studies ◽  
Oral Reading ◽  
Critical Factor ◽  
Student Interaction ◽  
Interaction Patterns ◽  
Student Interactions ◽  
Instructional Goals ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Student Interaction

In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

PECULIARITIES OF “TEACHER–STUDENT” INTERACTION IN THE CONTEXT OF ONLINE EDUCATION

2021 ◽  
pp. 142-151
Author(s):  
Elena N. Gur’yanova ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Teaching Methods ◽  
Current Situation ◽  
Student Interaction ◽  
Motivation To Learn ◽  
Special Educational Needs ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Coronavirus Infection

The pandemic of the new coronavirus infection and the subse- quent distance learning have become a problem that requires an immediate solution from the pedagogical community. The current situation set some chal- lenges for “teacher – student” interaction that were not sufficiently obvious in the traditional form of education. The loss of students’ motivation to learn, as well as decrease in interest in events taking place in the outside world, came to the fore. Many students found themselves isolated from family and friends, so relationships with classmates and teachers appeared of importance. In addi- tion, students with special educational needs (SEN) suffer in these conditions greatly. The author of the article examines the reasons for the “loss of meaning”, and also suggests ways to increase motivation when teaching a foreign lan- guage online, including the use of game teaching methods, unusual approaches to the organization of extracurricular forms of work, etc. Moreover, the article emphasizes the importance of ensuring psychological comfort for students.

scholarly journals Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Simona Sankalaite ◽  
Mariëtte Huizinga ◽  
Jolien Dewandeleer ◽  
Canmei Xu ◽  
Nicky de Vries ◽  
...  
Keyword(s):  
Classroom Environment ◽  
Causal Effect ◽  
Self Regulation ◽  
Student Interaction ◽  
Primary School Children ◽  
Full Potential ◽  
Developmental Context ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Training Programmes

Executive functions (EF) and self-regulation (SR) are fundamental for children's learning, school functioning and academic achievement. EF/SR fail to develop to its full potential if contextual stimulation is not adequately presented. This is evident in the training programmes directly and exclusively targeting EF/SR stimulation, which lack durable and transferable effects. Therefore, recent research has shifted the attention towards malleable environmental factors; more specifically, to the role of school and classroom environment as an important developmental context for promoting children's EF/SR skills and, in turn, their cognition and behaviour. Numerous observational studies have shown a correlation between the quality of teacher-student relationship (TSR) at the dyadic level or teacher-student interaction (TSI) at the classroom level and children's EF/SR skills. To explore the direction of this association, the objective of this systematic literature review was to examine the causal effect of experiments and interventions that aim to improve children's EF/SR by manipulating the TSI. Overall, the results from 18 included studies indicated that children in treatment groups show higher gains, albeit small-sized, in EF/SR performance compared to controls. Furthermore, TSI manipulation seemed to affect children's SR skills more strongly than children's EF skills. More importantly, the findings revealed the largest effects of these manipulations in children considered vulnerable or disadvantaged, suggesting that the cognitive deficits can be minimised if these children are supported appropriately. Given high study heterogeneity, this review highlights the need for more research (and interventions) explicitly investigating TSI and TSR and their potential impact on EF and SR in children. This study aims to provide information as to which specific aspects need to be examined more closely, instructing further development and implementation of efficient and effective interventions in education.

scholarly journals Which Teacher-Student Interaction Triggers Students’ Uptake

Humaniora ◽  
2015 ◽  
Vol 6 (3) ◽  
pp. 348
Author(s):  
Clara Herlina Karjo
Keyword(s):  
Classroom Management ◽  
Student Interaction ◽  
Focus On Form ◽  
Dominant Type ◽  
Teacher Student ◽  
Metalinguistic Feedback ◽  
Different Types ◽  
Teacher Student Interaction ◽  
University Level

The pattern of interaction between the teacher and the students will determine the students’ uptake (i.e. the students’ incorporating correction into an utterance of their own). This paper examines the type of teacher-student interaction which will likely trigger the students’ uptake. The data was taken from the recordings of 10 non-native English lessons at university level and different types of subjects (literature, grammar, discourse, semantics, and classroom management). 500 minutes of lessons were transcribed and 50 focus on form episodes were chosen to be analyzed. The study revealed that the dominant type of interaction was reactive focus on form which was followed by metalinguistic feedback. 

scholarly journals Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction

2020 ◽  
Vol 10 (3) ◽  
pp. 145-169 ◽  
Author(s):  
Edona Berisha Kida ◽  
Theodhori Karaj
Keyword(s):  
Group Dynamics ◽  
Reliability And Validity ◽  
Scientific Data ◽  
Student Interaction ◽  
School Dropouts ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Student Interaction ◽  
Student Relationship

A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students’ academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students’ perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.

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